GRADE 1 RESOURCES

• understand and value the historical and contemporary diversity in groups;
• explore the relationships between beliefs, rights, and responsibilities on a school, community, and national level; and,
• understand the different types of governance and their responsibilities at the local and national levels.

• Actions, behaviours, and relationships are learned and affected by the past.
• Events and ideas from the past influence the present and can influence and serve as models of how to live as a contributing citizen.
• People develop rules so that we can live together peacefully.
• Rules have differing levels of impact so people who make rules need to consider the individual good and common good.
• Diversity can have a variety of impacts and can impact points of view.
• Individuals have the power to affect others and make a difference.
• Canada has a long relationship with First Nations Peoples through treaty relationships.
• Decisions have far-reaching effects, so it is important to think about the choices we make.
• Active participation leads to belonging and symbols can support belonging.
• People are connected to each other and to their environment and have a responsibility to take care of the world.

• How rules are made
• Why rules are made
• How and who enforces rules
• What “common good” means
• Simple process to solve disputes

Students will develop the ability to:

• Categorize
• Make comparisons
• Identify consequences of rules or lack of rules
• Look for alternate points of view.

• What makes a rule fair?
• Why are rules different from place to place?
• How do rules help people live peacefully together?
• How do rules change?
• How do I become an engaged citizen?

• Represent situations depicting peace and harmony in students’ daily lives.
• Describe personal actions in the family and classroom that promote peace and harmony (e.g., sharing, taking turns, using sensitive word choices).
• Describe ways in which people may influence the students’ lives at home and at school, and ways in which each student may influence the lives of others.
• Explain purposes of rules in the family and school.
• Share examples of rules in students’ families and the school.
• Participate in a variety of ways of making decisions (e.g., majority vote, consensus, individual selection and choice, autocratic).
• Describe rights and responsibilities in the classroom and playground.
• Illustrate how individual rights and responsibilities are related to a social environment of peace and harmony.
• Participate in the creation of rules for classroom tasks or activities.

PA1.2
Analyze the cause of disharmony and ways of returning to harmony.
Indicators:

• Identify decision-making approaches which may result in positive outcomes and decision-making approaches which may result in less positive results.
• Illustrate how peace and harmony are exemplified in the classroom, playground, and family.
• Gather examples of causes of disharmony in the classroom, the playground, and the family.
• Discuss examples of solutions to disharmony in the family, classroom, and the playground.
• Describe reasons for recognizing those people and events designed to work for harmony (i.e., veterans and soldiers on Remembrance Day, conflict managers in the community and school).

Overarching Outcomes and Indicators:
DR1.4
Recognize globes and maps as representations of the surface of the Earth, and distinguish land and water masses on globes and maps.
Indicators:

• Compile a list of various types of models used as representations of real things (e.g., toys, dolls, action figures, figurines, pictures, diagrams, maps).
• Identify general characteristics of maps and gloves as models of all or parts of the earth, including reasons why certain colours are used to depict particular physical features.
• Use a globe to identify the location of places of origin for items found in the classroom and school.

DR1.5
Identify and represent the orientation in space (where) and time (when) of significant places and events in the lives of students.
Indicators:

• Identify Saskatchewan as our province and Canada as our country, and give examples of other provinces and other countries.
• Locate Canada, and the relative location of Saskatchewan, on a globe.
• Locate Saskatchewan and the relative location of the community of the school on a map of Canada.
• State the address or describe the relative location of students’ homes in the community.
• Use relative terms to describe location (e.g., above, below, near, far, left, right, front, back, in, out).
• Describe the relative location of places in the classroom and school neighbourhood.
• Construct and use maps to represent familiar places, such as the location of the student’s desk, part of the classroom or playground, incorporating the cardinal directions (i.e., north, south, east, and west).

Part B: Learning Plan

• Understand that rules are established for a purpose.
• Identify friendship rules.
• Develop rules for a new situation so that students understand that rule makers need to consider a variety of perspectives in setting rules that are perceived as fair, reasonable, needed and working toward developing understanding of common good.
• Think about behaviours that are respectful and encourage people working together.

Essential Questions – Guiding Questions:

• What makes a rule fair?
  • Are rules fair for everyone?
• Why are rules different from place to place?
  • Why might rules change?
• How do rules help people live peacefully together?
• How do rules change?
• How do I become a contributing citizen? How can I make my thoughts heard?
  • What responsibility do citizens have to follow the rules?

• good for all

Rule

• principle governing conduct

Rights

• entitlement or freedom
• morally appropriate thing

Responsibility

• answerable to somebody
• reliability

Engaged Citizen

• involved, active

Fair

• reasonable, just, impartial, rational

• What is a rule?
• Who gets to make up rules?
• Why do we make up rules?
• Why do we have to follow rules?
• Do rules ever change? Why? How?
• Create Know, Want to Know, Learned chart to track learning throughout citizenship study.
  • What do students know about how rules are made?
    • Who makes rules? Gather ideas and increase scope of influence.
  • What do rule makers consider when making up a rule?
  • Should rules ever change? Why or why not? Give an example.
  • Surface questions that students have.
  • Identify vocabulary understandings that must be developed.

• Describe actions or statements that:
  • promote friendship E.g. You’re funny… I like it when you…
  • hinder friendships. E.g. You don’t… You can’t… I don’t like…
    • Look for similarities in statements/actions (common thread) so that students learn about promoting friendships.
    • Describe actions or statements that hinder friendships.
    • Relay how student was feeling at the time.
    • Develop Charts for comparison.
    • Identify what kinds of feelings the behaviours bring about both positive and negative.
    • Identify and chart the behaviours, facial expressions and body postures that students might see in each situation. This will increase student’s empathy skills and provide clues for students that body language and tone of voice are ways in which people communicate.
• Discuss and chart rules for lunch room; at recess; at a restaurant; in a grocery store; community feasts; drumming; friend’s house.
• Have students:
  • Develop common thread – golden rule – do unto others.
  • Determine purpose of rules i.e. safety, respect.
  • Interview 3 people within the student’s life to determine rules they must follow.
  • Chart rules and identify who makes the rules that impact people.

• Play the game for a few minutes.
• Analyze the game based on criteria:
  • Did everyone have fun? How do you know?
  • Why some didn’t have fun? How do you know?
  • What happens when another person is added to the game?
  • Have students discover that point of view, perspective can impact reasons why “rules” are put into place and that sometimes rules need to be changed depending on the situation.

• Should rules ever change? Why or why not? Give an example of a rule that should change and a rule that should stay the same and explain your reasoning.
• What do rule makers have to consider when making rules? Explain your thinking.
• Later in groups have students develop summary statements as guidelines to share with the class.

Students will demonstrate through simulations:

• How they might approach a new person to make them feel comfortable. Explain your thinking and what you are hoping to see in the other person that tells you that the person is comfortable.

Present essential questions to students and note changes in answers or understandings.

• What makes a rule fair?
• Why are rules different from place to place?
• How do rules help people live peacefully together?
• How do rules change?
• How do I become an engaged citizen? – What responsibility do engaged citizens have to follow rules?

Informal Indicators of Understanding

• Revisit K-W-L chart as a whole class to see if questions and ‘want to knows’ were addressed

• What responsibility do citizens have to follow rules?
• Why would people disagree about whether the same rule is fair or unfair?

• Learn to consider another point of view
• Practice different ways of solving problems

• Analyze the cause of disharmony and ways of returning to harmony. (PA1.2)

Essential Questions – Guiding Questions:

• What makes a rule fair?
  • Why might one person think a rule is fair and another think the same rule is unfair?
  • Do rules have the same impact on every person?
• Why are rules different from place to place?
  • Why would rules need to change based on their location?
• How do rules help people live peacefully together?
  • Do rules help or hinder?
• How do rules change?
  • Why would a rule need to change?
• How do I become a contributing citizen?
  • What responsibility do citizens have to follow rules?

• Create Know, Want to Know, Learned chart to track learning throughout citizenship study.
  • Eyewitnesses at an accident often describe the same situation in very different ways. Why do people see the same event differently?
  • What does point of view and perspective mean to students? Have students give examples.
  • What do students consider when trying to reach an answer to a problem?
  • Present essential questions to students and chart their answers. Note them on the K-W-L chart for follow-up during the lessons.
  • Surface questions that students have about rules.
  • Identify vocabulary understandings that must be developed.

• Students will understand that situations can be interpreted differently because of a person’s perspective or point of view.
  Have students identify and/or role play how they demonstrate and model respect for themselves and others in the classroom and school. (e.g., taking turns, using kind words and actions, sharing, listening to others, etc.).
  • Have students identify decision-making approaches which may result in positive outcomes and decision-making approaches which may result in less positive results. Explain their thinking.
  • List examples of how peace and harmony are exemplified in the classroom, playground, and family.
  • Gather examples of causes of disharmony in the classroom, the playground, and the family.
  • Divide student answers and examples into positive and negative results and chart answers.
  • Examine the examples provided and identify how person was feeling. Give evidence relating to body language, tone of voice, etc.
  • Is there another interpretation of the situation?
  • Have students develop a rule or guideline that they might follow in future situations.
  • What questions should students learn to ask about situations?
    • Do I have all the information?
    • Is there another perspective?
    • What are the consequences of my behaviour?

• Charter for Children Book Series – DC Canada Education Publishing: www.dc-canada.ca
• Everybody Bakes Bread – Norah Dooley
• Discovery Education Videos: “A Kid’s Guide to Rules”: http://www.discoveryeducation.ca/Canada/
• Learning to Give.org – website with many resources: http://learningtogive.org/
• Welcoming Schools.org – website with applicable resources – http://www.welcomingschools.org/
• How to Bullyproof your Classroom by Caltha Growe – Responsive Classroom – https://www.responsiveclassroom.org/product/how-bullyproof-your-classroom

• CR1.1: Comprehend and respond to a variety of visual, oral, print and multimedia text that address identity (exploring interests, community e.g., belonging), and social responsibility (e.g., contributing).
• Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.
• Relate a personal experience as a result of a picture, photograph, or model.
• Satisfy natural curiosity by engaging in inquiry:
  • wonder about new ideas and observations
  • discuss personal knowledge of a topic
  • ask questions to satisfy personal curiosity and information needs
  • identify self and others as sources of information
  • seek information from others including people at school, at home, and in the community including Elders and Knowledge Keepers
  • compare gathered ideas and information to personal knowledge
  • share learning and information-gathering experiences compose with a scribe
  • indicate whether or not information is useful for answering questions.
• CC1.1: Compose and create various, visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.
• CC1.2: Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.

Language Arts connections are primarily developed through student responses to the essential questions as they demonstrate understanding of their citizenship responsibilities.

Science

• LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour.
• OM1.1: Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.
• OM1.2 – Examine methods of altering and combining materials to create objects that meet students needs.
• SE1.2: Explore how humans and animals use their senses to interact with their environment.
• DS1.1: Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.
• DS1.2: Inquire into the ways in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behaviour, and/or location.

Mathematics

• SS1.1: Demonstrate an understanding of measurement as a process of comparing by:
  • identifying attributes that can be compared
  • ordering objects
  • making statements of comparison
  • filing, covering, or matching.
• SS1.2: Replicate composite 2-D shapes and 3-D objects.
• SS1.3: Compare 2-D shapes to parts of 3-D objects in the environment.

Health

• USC 1.5: Explore the association between a health sense of “self” and one’s positive connection with others and the environment.
• DM 1.1: Examine initial steps for making basic choices regarding healthy behaviours; healthy relationships; and a healthy sense of self.
• AP 1.1: Apply the steps of Stop, Do, Think, Act to develop a healthy sense of self.

• Have students develop a personal rule book, recess rules or classroom rule posters.
• Role play using a variety of body language.

• Actions, behaviours, and relationships are learned and affected by the past.
• Events and ideas from the past influence the present and can influence and serve as models of how to live as a contributing citizen.
• People develop rules so that we can live together peacefully.
• Rules have differing levels of impact so people who make rules need to consider the individual good and common good.
• Diversity can have a variety of impacts and can impact points of view
• Individuals have the power to affect others and make a difference.
• Canada has a long relationship with First Nations Peoples through treaty relationships.
• Decisions have far-reaching effects, so it is important to think about the choices we make.
• Active participation leads to belonging and symbols can support belonging;
• People are connected to each other and to their environment and have a responsibility to take care of the world.

• Practice different steps and processes to solve problems
• Consider how present actions will affect future choices
• Consider the impact of culture on behaviours and worldview
• Become aware of their thinking
• Consider the perspectives of others when trying to understand behaviours.

• How are present events related to past events?
• How does the past influence your present? Your future?
• What is my behaviour saying about what I think?
• What story is my behaviour telling?
• Is my behaviour planned or am I reacting?

• Provide oral examples of traditions and celebrations that connect people to the past, and consider why these traditions and celebrations are important today.
• Construct representations of the passage of time, as related to the family (e.g., I was born, my siblings were born, family member moves away from, or into, the family home).
• Relate events and stories in chronological order, using comparisons (e.g., old and new, younger and older, before and after) relative to student ages.

DR1.2
Describe kinship patterns of the past and present and describe according to traditional teachings (e.g., Medicine Wheel teachings)
Indicators:

• Retell family stories that identify how family structures have changed over time.
• Recognize the stages of life, and that some cultures associate the stages with the teachings of the Medicine Wheel (e.g., the four directions of the Medicine Wheel correspond with the stages of life: south – infancy and childhood, west – adolescence, north – adulthood, and east – old age/death).
• Describe the functions served by various family relationships by comparing family and kinship structures within the classroom (e.g., What makes all families special? What are the benefits of living in a family? What are the roles of family members? What contributions are made by each member of the family?).
• Identify people who are connected to the basic family group through hereditary or cultural family relationships (e.g., caregivers, grandparents, parents, aunts, uncles, other significant adults).

IN1.1
Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.
Indicators:

• Generate questions about family traditions and celebrations (e.g., Are special clothes worn? Is there special food? Are there special dances, songs, music? Are there other special cultural traditions?).
• Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.
• Gather information regarding traditions, celebrations, or stories of others by identifying and accessing various resources (e.g., family members, Elders, teachers, neighbours, library books, video clips).
• Re-tell stories about traditions and celebrations of members of the classroom (e.g., How do families spend free time? How are weddings, birthdays, anniversaries, or family reunions celebrated?).
• Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?).

IN1.2
Discuss cultural diversity in the family and classroom, including explorations of similarities and differences.
Indicators:

• Describe positive attributes of the individual students’ families.
• Recognize that families are varied and diverse.
• Explore the diversity of ways of life for families (e.g., language, clothing, food, ar, celebrations).
• Identify ways in which families are similar and ways in which families are different.
• Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).

Overarching Outcomes and Indicators:
DR1.4
Recognize globes and maps as representations of the surface of the Earth, and distinguish land and water masses on globes and maps.
Indicators:

• Compile a list of various types of models used as representations of real things (e.g., toys, dolls, action figures, figurines, pictures, diagrams, maps).
• Identify general characteristics of maps and gloves as models of all or parts of the earth, including reasons why certain colours are used to depict particular physical features.
• Use a globe to identify the location of places of origin for items found in the classroom and school.

DR1.5
Identify and represent the orientation in space (where) and time (when) of significant places and events in the lives of students.
Indicators:

• Identify Saskatchewan as our province and Canada as our country, and give examples of other provinces and other countries.
• Locate Canada, and the relative location of Saskatchewan, on a globe.
• Locate Saskatchewan and the relative location of the community of the school on a map of Canada.
• State the address or describe the relative location of students’ homes in the community.
• Use relative terms to describe location (e.g., above, below, near, far, left, right, front, back, in, out).
• Describe the relative location of places in the classroom and school neighbourhood.
• Construct and use maps to represent familiar places, such as the location of the student’s desk, part of the classroom or playground, incorporating the cardinal directions (i.e., north, south, east, and west).

• Relate family events and stories of the recent or distant past to the students’ place. (DR1.1)

Students will understand how past family experiences and stories connect them to their place.

• Describe kinship patterns of the past and present and describe according to traditional teachings (e.g., Medicine Wheel teachings). (DR1.2)

Students will explore kinship/family relationships according to traditional teachings.

• Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school. (IN1.1)

Students will honour the stories, traditions, and celebrations of individuals in their classroom and school.

Essential Questions – Guiding Questions:

• How are present events related to past events?
• How does the past influence:
  • Your present behaviour, ideas?
  • Your future behaviour, ideas?
• How does my background/point of view influence my behaviour?
  • What do I think about the past?
• What story is my behaviour telling?
  • Is my behaviour thought about and planned or am I reacting?
  • How do I change my behaviour? Change my story?

Vocabulary
Culture

• knowledge
• shared beliefs and values of group
• people with shared beliefs and practices
• shared attitudes

Point of View

• opinion
• viewpoint
• position

Tradition

• custom or belief
• handing down of customs
• accepted unwritten guidelines/ideas

Diversity

• social inclusiveness
• variety
• consisting of different things
• differing from one another

History

• family history, background

Surface what students know about their family history and cultural traditions.

• What do their names mean? First name, Last name.
• Why were they given their name?
• If community buildings or streets have names of people important to the community ask students if they know, and find out the origin of the name of the building or street.
• How is their community impacted by different cultures?
• Look for similarities and themes in naming practices of people, buildings.

Students are learning that differences among people or diversity creates a rich culture that is valued and respected by citizens and Canada. Students will explore the similarities and differences that exist among different cultures, beginning with similarities.

• Everybody Bakes Bread – Norah Dooley. This book talks about the many different kinds of bread there are in a child’s community, including chapatis, challah, and papusaa. This book gets students thinking about the similarities between cultures regarding food.
  • Create lists for many different kinds of breads
  • Create lists for many different kinds of similar foods
• Every culture has a way of saying hello. Brainstorm and have students research the many different ways of saying hello. Hello, Tansi, Bonjour, Hola, Aloha, etc.

Teachers should continue to connect learning outcomes to previous learning/ future learning.

• Events and ideas from the past influence the present.
• Lives of people in the past can serve as models of how to live as a contributing citizen.
• Actions and behaviours are learned.
• Past actions affect people and relationships in different ways.
• Diversity can have a variety of impacts.
• Background can impact points of view.
• Cultural practices that have their roots in history or another country are constantly changing and often have many similarities.

• Explore the similarities and differences that exist among different cultures; and,
• Look for connections between current practices and celebrations and past cultures and traditions.

Every culture has similar customs or celebrations. Brainstorm family traditions or special events like marriages, births, birthdays, graduation, anniversaries, deaths, family reunions

• Generate wide variety of cultures for students to research or survey classroom for the variety of cultures represented there.
• Research and present information in pairs or groups of three.

Presentations should include information on:

• Special Events
  • What are they?
    • Names, times
  • How do they celebrate?
    • Ceremonies?
    • Foods?
    • Music?
  • How are families involved?
  • What is the history of celebrations – link to place/country of origin
  • Why is the celebration important? What do families or celebrants believe about the celebration?
• Highlight differences, similarities
  • foods eaten,
  • songs sung,
  • prayers, verses,
  • leaders at celebrations,
  • special clothes worn
• Has celebration or recognition of event changed over time? How?
• The manner in which similar holidays are celebrated or recognized indicate different points of view and beliefs about traditions. Cultural practices that have their roots in history or another country are constantly changing and often have many similarities. In a variety of ways, provide examples of traditions and celebrations that connect people to the past, and consider why these traditions and celebrations are important today. Chart similarities and differences.
  • Students will understand how past is connected to the present
    • Students have been talking about how they celebrate traditions and family events. Have student create a personal family timeline documenting significant episodes in student and/or family life.
      • Family connections to community before student birth (before)
      • Birth of student, birth of siblings, extended family members (after)
      • Significant events linking family/student to community
      • Consider linking to Medicine wheel teachings where direction indicates times of life.
  • Students will explore the kinship/family relationships according to traditional teachings. (Check treaty education resources for info on traditional teachings)

• Consider how lives of people in the past can serve as models of how to live as contributing citizens and how people in the past are connected to place today.
  • Research community names, building names, street names to find out history of name and why it is important to the community
  • Connect info to study about responsibility toward community stewardship
    • What story was the individual’s behaviour telling?
    • Have student indicate how individual demonstrated community stewardship
• Invite an Elder or Knowledge Keeper to explain the teachings of the Medicine Wheel: 4 directions – South – infant/childhood, West – adolescence, North – adulthood, East – old age, death.

• Review students’ original thinking on the essential questions. Has their thinking changed?
• What new learning supports their change?

Inquiry Question:
Are cultures more similar or different?
What are some of the big ideas that students are seeing?
Why is this important to know?
Students will demonstrate their understanding that we act based on our worldviews, our cultural experiences and therefore may have different points of view.
What is my story?

• Have student choose one custom, tradition, celebration practiced in their life.
• Have students describe the event and tell:
  • how the event is rooted in the past;
  • how the event is important to the student (influences present behaviour); and,
  • what the event says about what the student values.

Informal Indicators of Understanding
What story is my behaviour telling?

• Give examples of situations and ask students to predict what might happen next.
• Identify thinking or reasons for predictions i.e. similar past experiences, read about similar situation in stories
• Recognize behaviours and attributes of appropriate role models (i.e. Identify and/or model behaviours of a supportive reading buddy.
• Revisit K-W-L chart as a whole class to see if questions and ‘want to knows’ were addressed

• Charter for Children Book Series – DC Canada Education Publishing: www.dc-canada.ca
• Everybody Bakes Bread – Norah Dooley
• Discovery Education Videos: “A Kid’s Guide to Rules” – http://www.discoveryeducation.ca/Canada/
• Learning to Give.org – website with many resources – http://learningtogive.org/
• Welcoming Schools.org – website with applicable resources – http://www.welcomingschools.org/
• How to Bullyproof your Classroom by Caltha Growe – Responsive Classroom – https://www.responsiveclassroom.org/product/how-bullyproof-your-classroom

• CR1.1: Comprehend and respond to a variety of visual, oral, print and multimedia text that address identity (exploring interests, community e.g., belonging), and social responsibility (e.g., contributing).
• Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.
• Relate a personal experience as a result of a picture, photograph, or model.
• Satisfy natural curiosity by engaging in inquiry:
  • wonder about new ideas and observations
  • discuss personal knowledge of a topic
  • ask questions to satisfy personal curiosity and information needs
  • identify self and others as sources of information
  • seek information from others including people at school, at home, and in the community including Elders and Knowledge Keepers
  • compare gathered ideas and information to personal knowledge
  • share learning and information-gathering experiences compose with a scribe
  • indicate whether or not information is useful for answering questions.
• CC1.1: Compose and create various, visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.
• CC1.2: Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.

Language Arts connections are primarily developed through student responses to the essential questions as they demonstrate understanding of their citizenship responsibilities.

Science

• LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour.
• OM1.1: Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.
• OM1.2 – Examine methods of altering and combining materials to create objects that meet students needs.
• SE1.2: Explore how humans and animals use their senses to interact with their environment.
• DS1.1: Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.
• DS1.2: Inquire into the ways in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behaviour, and/or location.

Mathematics

• SS1.1: Demonstrate an understanding of measurement as a process of comparing by:
  • identifying attributes that can be compared
  • ordering objects
  • making statements of comparison
  • filing, covering, or matching.
• SS1.2: Replicate composite 2-D shapes and 3-D objects.
• SS1.3: Compare 2-D shapes to parts of 3-D objects in the environment.

Health

• USC 1.5: Explore the association between a health sense of “self” and one’s positive connection with others and the environment.
• DM 1.1: Examine initial steps for making basic choices regarding healthy behaviours; healthy relationships; and a healthy sense of self.
• AP 1.1: Apply the steps of Stop, Do, Think, Act to develop a healthy sense of self.

• “Circle Book” – Treaty Education Kit
• Create a symbols collage
• Have students assist with any school programs for recycling.

• Actions, behaviours, and relationships are learned and affected by the past.
• Events and ideas from the past influence the present and can influence and serve as models of how to live as a contributing citizen.
• People develop rules so that we can live together peacefully.
• Rules have differing levels of impact so people who make rules need to consider the individual good and common good.
• Diversity can have a variety of impacts and can impact points of view.
• Individuals have the power to affect others and make a difference.
• Canada has a long relationship with First Nations Peoples through treaty relationships.
• Decisions have far-reaching effects, so it is important to think about the choices we make.
• Active participation leads to belonging and symbols can support belonging;
• People are connected to each other and to their environment and have a responsibility to take care of the world.

• Discriminate between needs and wants
• Recognize Canadian symbols – provincial and national
• Become aware of their thinking and develop and practice skills of empathy, advocacy
• Develop and practice skills of treating self and others with respect
• Develop conflict resolution skills
• Begin to develop positive environmental habits.

• How do needs differ from wants?
• How can symbols provide a sense of belonging and unity?
• What responsibilities do I have to my community?
• What responsibilities do I have to my environment?

• Review the difference between needs and wants.
• Illustrate ways in which other people’s needs may be different from one’s own.
• Share oral stories or traditional narratives on the theme of meeting various types of needs and wants (i.e., physical, spiritual, social/emotional, intellectual).
• Represent various ways in which families meet their physical, spiritual, emotional, and intellectual needs and wants.
• Explain how First Nations people engage traditional teachings in meeting needs and wants (e.g., Medicine Wheel representation for the domains of spiritual, emotional, physical, and intellectual being).
• Identify ways in which respecting others’ needs and wants helps classrooms and homes function effectively.

RW1.2
Discuss ways in which work may be managed and distributed in families, schools, and groups.
Indicators:

• List a variety of types of paid and unpaid work, and identify those people who undertake this work (e.g., caregiver/parent gets paid to work outside the home but not for coaching the soccer team; caregiver who volunteers to make hotdogs for the hotdog sale is not paid, person who runs the hotdog stand at the park is paid).
• Identify various domestic tasks that might contribute to operating and maintaining a home, and identify individuals who take primary responsibility for those tasks in students’ families.
• Suggest ways in which tasks may be shared in families.
• Identify those tasks necessary for the operation and maintenance of the classroom and school, and identify the individuals who take primary responsibility for those tasks in the school.
• Describe ways in which students can contribute to the operation of the home and classroom.

IN1.3
Assess ways in which relationships help to meet human needs.
Indicators:

• Identify human needs.
• Identify the groups to which individuals belong, and the needs met by membership within a group (e.g., family, class, team, activity, or faith group).
• Compare how various groups, including family, classmates, friends, and significant adults within students’ lives, contribute to meeting needs.
• Illustrate relationships that could meet needs in a fashion similar to a family relationship (e.g., Treaty, business partnership, team membership).

DR1.3
Demonstrate awareness of human’s reliance on the natural environment to meet needs, and how location affects families in meeting needs and wants.
Indicators:

• Identify sources of food common in students’ meals (e.g., plants, mammals, fish, birds, animal products like milk, cheese, and eggs).
• Investigate the process of getting food from source to students’ tables.
• Trace the geographic origins of food products consumed by students.
• Explain the contribution of the natural environment to the satisfaction of basic human needs.
• Retell stories that explore the relationship between humans and nature.
• Identify ways in which use of resources to meet needs and wants of individuals affects the natural environment, and recognize individual and group responsibility towards responsible stewardship of the natural environment.

Overarching Outcomes and Indicators
DR1.4
Recognize globes and maps as representations of the surface of the Earth, and distinguish land and water masses on globes and maps.
Indicators:

• Compile a list of various types of models used as representations of real things (e.g., toys, dolls, action figures, figurines, pictures, diagrams, maps).
• Identify general characteristics of maps and globes as models of all or parts of the earth, including reasons why certain colours are used to depict particular physical features.
• Use a globe to identify the location of places of origin for items found in the classroom and school.

DR1.5
Identify and represent the orientation in space (where) and time (when) of significant places and events in the lives of students.
Indicators:

• Identify Saskatchewan as our province and Canada as our country, and give examples of other provinces and other countries.
• Locate Canada, and the relative location of Saskatchewan, on a globe.
• Locate Saskatchewan and the relative location of the community of the school on a map of Canada.
• State the address or describe the relative location of students’ homes in the community.
• Use relative terms to describe location (e.g., above, below, near, far, left, right, front, back, in, out).
• Describe the relative location of places in the classroom and school neighbourhood.
• Construct and use maps to represent familiar places, such as the location of the student’s desk, part of the classroom or playground, incorporating the cardinal directions (i.e., north, south, east, and west).

• Respond appropriately to symbols of nationalism
• Develop awareness of their thinking
• Advocate for oneself

Essential Questions – Guiding Questions:

• How can symbols provide a sense of belonging and unity?
  • Why are symbols so important to people? Causes? Groups? Countries?
  • What are the community symbols that are important to me and why?
• What makes a symbol a symbol?

Chart student answers for reflection at the end of the inquiry.

Vocabulary

Symbol

• something that represents something else, something that stands for or represents something else, especially an object representing an abstraction
• Sign with specific meaning – a written or printed sign or character that represents something in a specific context, e.g. an operation or quantity in mathematics or music.
• Object representing something repressed in unconscious

Nation

• People in land under a single government
• People of same ethnicity
• First Nations people

Nationality

• citizenship of particular nation
• people forming nation-state
• ethnic group within larger entity
• nationhood

• Introduce a number of symbols to students and see if they know the word “symbol” or can identify it as a category to which all of these things belong.
  • Canada flag, Medicine Wheel, Provincial flag
  • Marketing Symbols – Fast food chains, Rider flag, (Sparks, Beavers).
  • Safety and/or Informational signs – Stop sign, traffic lights, (Red, yellow, green), H for hospital
  • Animal tracks, changing colours of leaves, animal coats.
• Alternately present the word symbol and discuss its meaning with students and then have them generate a number of things they consider symbols.
  • Using the students’ examples of symbols begin to develop categories and group symbols.
  • Possible categories:
    • natural symbols – rabbits changing colour, geese migrating.
    • man-made symbols – safety, information, nationalism/citizenship

• Present a variety of visual symbols and have students group symbols into categories.
• Categorize:
  • Where symbols fall within the circle and outside the circle.
  • Determine similarities between symbols, differences between symbols.
  • Possible categories:
    • Natural symbols – rabbits changing colour, geese migrating.
    • Man-made symbols – safety, information, nationalism/citizenship.
  • Surface reasoning as to why symbols were put into specific circle – connection to metacognitive awareness.
  • Develop language around thinking i.e. “I put this inside the circle because…”
• Work with students to identify the category to which the symbols belong.
  • symbols of nature, man-made symbols.
• Surface feelings, thoughts, actions that symbols create in students.
  • Coordinate with senses – feel like, sound like, look like.
  • Develop understanding that some symbols engender certain levels of respect that leads to behaving differently around those symbols.
  • i.e. – Standing at attention when singing national anthem
  • Taking metal and glasses off when an elder prays

• Begin with visual symbols and then move to auditory symbols such as jingles, songs, anthems.
• Do a walk around the school, community buildings, etc. and collect examples of symbols to add to students examples.
• Interview people in family to find out what symbols are important to them and why.

• Begin to recognize and respond appropriately to national citizenship symbols/symbols of nationalism such as flags, Canadian, provincial flag, Métis flag, Treaty flag, FSIN flag, Medicine Wheel.

• Refer to chart of thinking at the beginning of the inquiry – Why are symbols important: to people, to groups?
  • Has thinking changed? Why?
  • Why is it important to know this information?
  • What will they do with this new learning?
• Why are symbols important to you? Demonstrate the role symbols play in your life.

• Understand that they can take care of the world by taking care of their belongings/
• surroundings.
• Know why it is important to care for the environment and show what they can do to take care of the environment. (Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. – RWK.2)

Essential Questions – Guiding Questions

• How do needs differ from wants?
  • Do we need everything we want?
  • Are there some things that I could do without?
• How can my community reduce waste?
  • How much waste do I create?
  • How can I reduce waste?
• How can I care for my belongings/surroundings?
  • How can I help others to care for the environment?
• What questions do students have about needs and wants?
  • Post those questions.

Vocabulary

• environment
• recycle
• reduce
• reuse
• community stewardship

• Present essential questions to students at the start of the exploration of study. This is what students will explore throughout the unit of study and it will also be the questions students will be required to answer in some fashion at the end of the unit of study.
  • Do we need everything we have? Do we need everything we want?
  • How can I reduce waste? (connect to student first, move to home, then community)
• Check – Know – What garbage and waste is? Recycle, Reduce, Reuse mean?
• Ask students to guess – how much garbage or waste they produce in a day? A week?
  • Surface students’ thinking or reasons as to why they made their guess.
  • Come back to reasoning later to talk about the accuracy of their guesses and unpack their reasoning.
• If school currently has recycling and/or composting program, discuss with students what their understanding is of how the program works.
• Introduce concept of environmental stewardship – looking after the environment and the responsibility students have to try to protect and preserve the environment.
• Determine what the students know, understand, need to be able to do to master/answer the essential questions.
  • Create K-W-L chart for classroom.

• Exploring idea of Needs and Wants.
  • Look around the classroom, in desk, on shelves, anywhere there is a collection of items .
  • What do we use in this room to… learn with? keep warm with? etc.
  • What is critical to: keeping us warm? learning? (begin to discriminate needs vs. wants).
  • How many of these things do we really need? How many could we do without? Could we use something else instead?
  • Begin to classify items needed as to those that are new, reused, recycled.
  • Chart/graph numbers of items in each category – Math connection counting – What do we use the most of? Do we recycle or throw out more things?
• Exploring understanding of reducing waste.
  • Check waste/garbage can – Have students look at the waste/garbage in the can at the end of the day. How many of these things are used only once? Could we use something else instead? Could we use parts of this waste garbage more than once?
  • Begin to classify items as to those that are new, reused, recycled.
  • How many of those waste items are necessary – needs? How many are not necessary – wants or could we do without?
• Examining the things that are used in a day – needs.
  • School needs – paper, electricity.
  • Personal needs – water, electricity.
• Exploring understanding of existing recycling program
  • Discuss with students as to why they think the program is in place.
  • How does the program help the school? What would happen if the school didn’t have a recycling program?

• Needs vs. Wants.
  • Have students examine the things they use in a day only once and think of something else they could use instead that would be reused.
• Reducing the amount of waste.
  • Can the students reduce the amount of waste that they use in the classroom? Generate ideas for various items i.e., paper, waste from lunches, water, electricity.
  • Set goals to reduce the amount of waste created by the classroom in a day – track progress.
• School Recycling Program.
  • Have students find out how many classrooms take part in the school recycling program.
  • How many homes recycle? Why do they choose to recycle?

Have students present their findings.

• What are some of the big ideas that students are noticing?
• What are students learning that they think is important to remember?
• What do they want to do about this?

• How do needs differ from wants? / Do we need everything we want?
• How can my community reduce waste?
• How can I care for my belongings/surroundings?
• Throughout these lessons, students have been exploring these questions. In groups or individually have them answer one of the questions above using the following methods:
  • role play
  • make posters
  • write a story/jingles/songs/poems

Ongoing Indicators of Learning

• Watch students and notice if they demonstrate environmentally responsible behaviours in the classroom and school (e.g., take only what is needed in order to provide for future needs, reduce consumption, practice water conservation, turn off lights when leaving a room, recycle, compost).
• Revisit K-W-L chart as a whole class to see if questions and ‘want to knows’ were addressed.

• What do you do to take care of the environment?
• How do you know it is working?

• Charter for Children Book Series – DC Canada Education Publishing: www.dc-canada.ca
• Everybody Bakes Bread – Norah Dooley
• Discovery Education Videos: “A Kid’s Guide to Rules” – http://www.discoveryeducation.ca/Canada/
• Learning to Give.org – website with many resources – http://learningtogive.org/
• Welcoming Schools.org – website with applicable resources – http://www.welcomingschools.org/
• How to Bullyproof your Classroom by Caltha Growe – Responsive Classroom – https://www.responsiveclassroom.org/product/how-bullyproof-your-classroom

• CR1.1: Comprehend and respond to a variety of visual, oral, print and multimedia text that address identity (exploring interests, community e.g., belonging), and social responsibility (e.g., contributing).
• Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.
• Relate a personal experience as a result of a picture, photograph, or model.
• Satisfy natural curiosity by engaging in inquiry:
  • wonder about new ideas and observations
  • discuss personal knowledge of a topic
  • ask questions to satisfy personal curiosity and information needs
  • identify self and others as sources of information
  • seek information from others including people at school, at home, and in the community including Elders and Knowledge Keepers
  • compare gathered ideas and information to personal knowledge
  • share learning and information-gathering experiences compose with a scribe
  • indicate whether or not information is useful for answering questions.
• CC1.1: Compose and create various, visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.
• CC1.2: Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.

Language Arts connections are primarily developed through student responses to the essential questions as they demonstrate understanding of their citizenship responsibilities.

Science

• LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour.
• OM1.1: Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.
• OM1.2 – Examine methods of altering and combining materials to create objects that meet students needs.
• SE1.2: Explore how humans and animals use their senses to interact with their environment.
• DS1.1: Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.
• DS1.2: Inquire into the ways in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behaviour, and/or location.

Mathematics

• SS1.1: Demonstrate an understanding of measurement as a process of comparing by:
  • identifying attributes that can be compared
  • ordering objects
  • making statements of comparison
  • filing, covering, or matching.
• SS1.2: Replicate composite 2-D shapes and 3-D objects.
• SS1.3: Compare 2-D shapes to parts of 3-D objects in the environment.

Health

• USC 1.5: Explore the association between a health sense of “self” and one’s positive connection with others and the environment.
• DM 1.1: Examine initial steps for making basic choices regarding healthy behaviours; healthy relationships; and a healthy sense of self.
• AP 1.1: Apply the steps of Stop, Do, Think, Act to develop a healthy sense of self.