Grade 1 Links to the Curriculum Curriculum Area Character

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Grade 1 Links to the Curriculum Curriculum Area Character Powered By Docstoc
					                                                                         Grade 1 Links to the Curriculum

Curriculum              Character Education                                      EarthCARE                                         Healthy Active Schools
   Area

Science          demonstrate awareness that animals and        demonstrate an understanding of the basic needs          demonstrate awareness that animals and plants
                  plants depend on their environment to          of animals and plants (e.g., the need for food,           depend on their environment to meet their
                  meet their basic needs, and describe the       air, and water);                                          basic needs, and describe the requirements for
                  requirements for good health for              investigate the characteristics and needs of              good health for humans
                  humans                                         animals and plants;
                 describe different uses of energy at          demonstrate awareness that animals and plants
                  home, at school, and in the community,         depend on their environment to meet their basic
                  and suggest ways in which energy can           needs, and describe the requirements for good
                  be conserved.                                  health for humans
                                                                demonstrate an understanding of ways in which
                                                                 energy is used in daily life;
                                                                investigate some common devices and systems
                                                                 that use energy and ways in which these can be
                                                                 controlled manually;
                                                                describe different uses of energy at home, at
                                                                 school, and in the community, and suggest ways
                                                                 in which energy can be conserved.
                                                                demonstrate an understanding of changes that
                                                                 occur in daily and seasonal cycles and of how
                                                                 these changes affect the characteristics,
                                                                 behaviour, and location of living things;
                                                                investigate changes that occur in a daily cycle
                                                                 and in a seasonal cycle;
                                                                describe how living things, including humans,
                                                                 adapt to and prepare for daily and seasonal
                                                                 changes.


Social        state in simple terms what "relationships",          state in simple terms what "relationships",          identify important relationships in their lives
Studies        rules", and "responsibilities" are;                   "rules", and "responsibilities" are;                  (e.g., with family members, friends, pets,
              explain why rules and responsibilities have          identify important relationships in their lives       teachers) and name some responsibilities that
               been established (e.g., for protection and            (e.g., with family members, friends, pets,            are part of these relationships;
               safety, for fair division of work);                   teachers) and name some responsibilities that        describe significant people and places in their
              identify important relationships in their             are part of these relationships;                      lives (e.g., parents, sports figures; bedroom,
               lives (e.g., with family members, friends,           describe how they follow the rules about              park, playground, community centre) and the
               pets, teachers) and name some                         respecting the rights and property of other           rules associated with them;
               responsibilities that are part of these               people and about using the shared                    identify significant events in their lives (e.g.,
               relationships;                                        environment responsibly (e.g., by sharing,            their first day of school, a trip) and the rules
              describe significant people and places in             being courteous, cooperating, not littering).         associated with them;
               their lives (e.g., parents, sports figures;          describe how people in the community                 describe how they follow the rules about
               bedroom, park, playground, community                  interact with each other and the physical             respecting the rights and property of other
               centre) and the rules associated with them;           environment to meet human needs.                      people and about using the shared environment
                                                                                                                           responsibly (e.g., by sharing, being courteous,
                                                                                                                           cooperating, not littering).
                  bedroom, park, playground, community                   interact with each other and the physical          people and about using the shared environment
                  centre) and the rules associated with them;            environment to meet human needs.                   responsibly (e.g., by sharing, being courteous,
                 identify significant events in their lives                                                                cooperating, not littering).
                  (e.g., their first day of school, a trip) and                                                            describe how people in the community interact
                  the rules associated with them;                                                                           with each other and the physical environment
                 describe how they follow the rules about                                                                  to meet human needs.
                  respecting the rights and property of other
                  people and about using the shared
                  environment responsibly (e.g., by sharing,
                  being courteous, cooperating, not
                  littering).
                 recognize that communities consist of
                  various physical features and community
                  facilities that meet human needs;
                 use a variety of resources and tools to
                  gather, process, and communicate
                  information about the distinguishing
                  physical features and community facilities
                  in their area;
                 describe how people in the community
                  interact with each other and the physical
                  environment to meet human needs.

                                                                     identify the stages in development of humans         identify healthy eating habits;
Physical       acquire living skills (e.g., basic problem-           (e.g., comparing physical changes from birth to
Education &                                                                                                                identify the stages in development of humans
                solving, decision-making, goal-setting,               childhood) and of other living things;
Health                                                                                                                      (e.g., comparing physical changes from birth to
                and interpersonal skills) through physical
                                                                                                                            childhood) and of other living things;
                activities (e.g., games, gymnastics, dance,
                                                                                                                           recognize safety risks and safe practices;
                outdoor pursuits);
                                                                                                                           recognize commonly used medicines and
               follow safety procedures related to physical
                                                                                                                            household products.
                activity, equipment, and facilities.
                                                                                                                           perform the basic movement skills required to
                                                                                                                            participate in physical activities:
                                                                                                                           locomotion/traveling (e.g., galloping,
                                                                                                                            running), manipulation (e.g., throwing,
                                                                                                                            catching), and stability (e.g., jumping,
                                                                                                                            landing);
                                                                                                                           demonstrate the principles of movement (e.g.,
                                                                                                                            in various directions, alone, with others, at
                                                                                                                            various speeds) using locomotion/travelling,
                                                                                                                            manipulation, and stability skills.
                                                                                                                           participate on a regular basis in physical
                                                                                                                            activities that maintain or improve physical
                                                                                                                            fitness (e.g., games, gymnastics, dance, fitness
                                                                                                                            activities, outdoor pursuits);
                                                                                                                            recognize the importance of being physically
                                                                                                                             active;
                                                                                                                            acquire living skills (e.g., basic problem-
                                                                                                                             solving, decision-making, goal-setting, and
                                                                                                                             interpersonal skills) through physical activities
                                                                                                                             (e.g., games, gymnastics, dance, outdoor
                                                                                                                             pursuits);
    solving, decision-making, goal-setting, and
    interpersonal skills) through physical activities
    (e.g., games, gymnastics, dance, outdoor
    pursuits);
   follow safety procedures related to physical
    activity, equipment, and facilities.

				
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posted:2/24/2011
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