Spring Unit : Thematic Unit (APRIL)

Cross Curricular Connections:

-ELA
-Art
-Math
-Science
Adaptations/Modifications: One of the students needs the EAs help to assist him in staying on
task and not disrupting the class, if needed he will do his work in the library. A student who is in
grade 2 is given the grade one work sheets so he can independently work on them.

First week (Chicks/Spring)

Second Week(Bunnies)
Third Week( Focus on Earth Day)
Fourth Week( Chicks)

1) Chick Activity ART

General Learning Outcome:
Art Language and Tools (AL1)
Students demonstrate understanding of the elements and principles of artistic design in a variety
of contexts.

Specific Learning Outcomes:

Elements of Art

use art media, tools, and processes to explore and demonstrate awareness of the elements of art:
line,
colour, texture, shape, form, and space
ACTIVATING: Reading Science Literature on chicks
ACQUIRING: discussing chicks and what they look like.
APPLYING: Painting, gluing, cutting, to create our chicks.

I will set up a painting station to paint their whole chicks, at this station they will be adding
feathers into their paint to bring life and texture to their chick. When the kids are not at the
painting station they will receive an envelope with two legs,two feet, two eyes and a beak inside.
Then they will have to cut out and bend their beak, bend the legs, cut out their feet.
During this week they will be exposed to all sorts of literature involved with Chicks.

2) Watching The Tale of Peter Rabbit

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend
and respond personally and critically to oral, literary, and media texts.
Specific Learning Outcomes
2.2.3 Appreciate the Artistry of Texts
Identify and express the feelings of people in oral, literary, and media texts.
Using the smartboard we will watch the 10 minute digital story of Peter Rabbit. This will be a
lead up to the following activity.
3) My Little Book of The Tale of Peter Rabbit

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend
and respond personally and critically to oral, literary, and media texts.
Specific Learning Outcome:
2.3.2 Techniques and Elements
Identify the main characters and discuss in own words the beginning, middle, and ending
of oral, literary, and media texts.
Activating: Watching Peter Rabbit
Activating: Read the story of Peter Rabbit,as a class go over instructions.
Applying: For the Grade two students they will be creating their own story using their word
bank to recreate the story. Grade ones, will be filling in the blanks using the word bank. The
story must make sense.

4) REAL BUNNY

Grade 1, Cluster 0: Overall Skills and Attitudes

Grade 1, Cluster 1: Characteristics and Needs of Living Things
1-0-1a. Ask questions that lead to
explorations of living things,
objects, and events in the
immediate environment.
1-1-01 Use appropriate vocabulary related to their
investigations of characteristics and needs of
living things.
Include: characteristic, human, animal, plant,

living things, needs, as well as descriptive words

relating to life processes.

Activating: This week we had been reading poetry, books, and doing action stories and songs
that involved Bunnys.
Acquiring: View the bunny from a distance, discuss about how Rabbits are fragile animals, they
have big ears and long whiskers with soft fur, we will do a chart that shows the characteristics of
Bunnys.
Applying: Get to pet Angel the Rabbit!
I want to stress to the children that this is an animal we need to be careful not to hurt the animal,
it has feelings and might be scared.

5) My Bunny Book
Grade 1, Cluster 1: Characteristics and Needs of Living Things

4.2.3 Enhance Legibility

Form letters and words of consistent size and shape; print legibly using correct letter
formation and spacing; explore and use the keyboard to compose and revise text.

1-1-01 Use appropriate vocabulary related to their

investigations of characteristics and needs of
living things.
Include: characteristic, human, animal, plant,
living things, needs, as well as descriptive words

relating to life processes.

Activating: Having the bunny in our classroom.

Acquiring: Going over our bunny poster, what things do we know about rabbits, what have you
learned.
Applying:Writing what they have learned into their Bunny Book, Grade Ones have more space
to write than grade twos.

6) ME AND THE EARTH (ART)

General Learning Outcome: Students individually and collaboratively generate, develop, and
communicate ideas in creating visual art for a variety of purposes and audiences.
AC2 Specific Learning Outcome:Students develop original artworks, creatively integrating
ideas and art elements, principles, and media.

Activating: Earth Day Poem

Acquiring: Coloring their earth and person, writing a rough draft for their 5 things that they want
to do to show our earth some love.
Applying: Writing a good copy, cut it out and put it on green paper, with your person and earth.

7) RECYCLING ACTIVITY (Science)

Cluster 3: Characteristics of Objects and Materials

Specific Learning Outcome

1-3-01 Use appropriate vocabulary related to their
investigations of objects and materials.
Include: characteristic, wood, metal, plastic,
cloth, waterproof, absorbent, rigid, pliable, join,
recycle.
Activating: 5 ways to celebrate Earth, show our love activity included recycling.
Acquiring: Reading Recycling book looking at what is recycling why do we do it and how is it
done.
Applying: Cutting out squares of recyclable and non recyclable things and putting them onto the
right categories after sorting we will glue them on.
8)Chick Hatching VIdeo(Science)

General Learning Outcome:

Grade 1, Cluster 1: Characteristics and Needs of Living Things
Specific Learning Outcome
1-1-01 Use appropriate vocabulary related to their
investigations of characteristics and needs of
living things.
Include: characteristic, human, animal, plant,
living things, needs, as well as descriptive words
relating to life processes.

Activating:Read some chick books about eggs and how they hatch, what the chicken looks like
as it comes out and what it will look like full grown.
Acquiring: Watching the video on how the chick hatches what it looks like when it comes out.
Applying: Placing the 21 steps of an egg hatching onto the poster board I have made.
I will first be watching this video on the smartboard with the kids sitting at their desks. Then we
will move to the carpet where each child will get a card with a picture of a chick inside the egg,
we will sort them on the bristol board to figure out what the 21 days of a chick inside the egg
looks like!

9) Chicken Book

General Learning Outcome:

Grade 1, Cluster 1: Characteristics and Needs of Living Things
Specific Learning Outcome
1-1-01 Use appropriate vocabulary related to their
investigations of characteristics and needs of
living things.
Include: characteristic, human, animal, plant,
living things, needs, as well as descriptive words
relating to life processes.
Activating: Video and 21 day cycle poster.
Acquiring: Discussion of what needs to go onto each page, There are the phases of the life cyclehen-egg-hatching-chick, labeling the chick, Chick facts, where they live, what they eat and who
takes care of them, different forms of the chick, these will be explained on separate days when

we have time to do each page. The grade 2 children will be expected to cut their book out and
put it in order first.
Applying: After they are given instructions to do so I would like them to fill in their book with
little assistance, for the labeling of the chick I will put the words on the board but they will not
be in correct order, they are too match the correct word on the board with the right blank.