{"id":1237,"date":"2021-12-06T18:00:13","date_gmt":"2021-12-06T23:00:13","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1237"},"modified":"2022-04-06T16:48:45","modified_gmt":"2022-04-06T20:48:45","slug":"changes","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/changes-2\/changes\/","title":{"rendered":"Unit Support"},"content":{"rendered":"\n
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For more about inquiry units, see:<\/h3>\n\t\n\t\n Inquiry Units in Grade One<\/a>\n\t\t\t\n\n\n<\/div>
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INTRODUCTION TO THE UNIT<\/h2>\n\t\n\t\t\t

The Read Aloud and two Shared Reading texts in this unit focus on how daily and seasonal changes have an impact on animals, people, and other living things in a given environment. <\/p>\n\t\t\t

Multiple readings and varied approaches to each text are encouraged to allow students more opportunities to explore the inquiry question. In addition to responding to teacher questions and prompts, students will practise self-questioning and reflection in order to think more deeply about the texts and the information presented in the photos and illustrations. <\/p>\n\t\t\t

The Read Aloud text, Rain, <\/strong><\/em> allows students to explore an environment that is affected by dry and rainy seasons. Through vivid illustrations and sensory language, students can experience both seasons from the perspectives of the animals featured in this info-fiction text. <\/p>\n\t\t\t

One Shared Reading text, Daytime, Nighttime, <\/em> reveals what different living things (including animals, plants, and people) do in the day versus the night. Through the use of photographs showing both daytime and nighttime photos and the page design, readers can clearly distinguish between the information about what happens in the day and night. The other Shared Reading text, What Do You Do in the Cold?<\/em>, is a question-and-answer narrative that uses illustrations to show how familiar animals, along with a tree and a person, adapt to seasonal changes in their environment. This text is accompanied by a song. <\/p>\n\t\t\tOpportunities for oral language activities, discovery and exploratory learning, music, and playful learning are woven throughout; as students discuss, reenact parts of a text using both provided and class-made puppets, dramatize what other living things do in the cold, create featured environments with various art materials, and paint and draw pictures about daily and seasonal changes. Word lessons accompany each Shared Reading text and can be done with the whole class or small groups of students with similar needs. A brief text-type writing study invites students to write a question-and-answer narrative featuring What Do You Do in the Cold? <\/strong><\/em>as the mentor text.\n\t\t\t\n\t\t\t\t\n\t\t\t\t
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\n\tFor details about the unit, see the Being Responsible Plan-at-a-Glance Chart<\/a>\n\t\n\t\t\t
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Inquiry Question<\/h3>\n\t\t\tA critical thinking approach is stimulated when we have a key question to focus our thoughts. This inquiry question can cause us to ask new questions, seek possible answers, and problem-solve to see which solutions may work best. It draws us deeper into an issue and helps us make connections. The inquiry question for this unit is \u201cHow do daily and seasonal changes affect living things?\u201d<\/strong>

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Students explore this inquiry question by first thinking about what they already know about how they and other familiar living things (animals, plants) are affected by daily and seasonal changes. Throughout the unit and the reading of the texts, students will be exposed to new information that they can then connect to their own understandings. Over the course of the unit, students will focus on what living things do to adapt to daily and seasonal changes and how they are affected by these changes. As the unit concludes, students will be able to respond to the inquiry question by providing evidence of how different living things are affected by daily and seasonal changes.
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ELL Note<\/h3>\n\t\t\tThis is an appropriate unit for English Language Learners (ELLs) as they understand the impact of change, having had to adapt to a new home, language, school, and country. When introducing Rain<\/em>, <\/strong>show Africa <\/strong>on a map or globe and then indicate the countries where the ELLs come from. Ask them to describe the climate in their home country\u2014was it hot, cold, rainy? Refer to the weather forecast in a newspaper or online to find the current conditions and temperature in their area of origin.

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Use geography or science magazines or other non-fiction texts that show Africa’s grasslands and animals. Draw attention to the richness of the language and use of sensory words in the text of Rain <\/em>(\u2018flashed,’ \u2018boomed,’ \u2018splashed,’ \u2018purr,’ \u2018gushed,’ \u2018feathery,’ \u2018juicy,’ \u2018refreshing’) by using voice, gestures, and facial expressions <\/em>when reading. Try to weave this vocabulary into the school day wherever possible. <\/p>\n\t\t\t

Explore the five senses by giving each student a glass of cold water with an ice cube and orange slice in each. As they taste, see, smell, touch (against their tongue), and hear (the clink of the ice against the glass) they can describe each of the sensations (e.g., cold, clear, wet). <\/p>\n\t\t\t

While students are working, play the song \u201cWhat Do You Do in the Cold?\u201d from the Media Key or online <\/strong>so that students become familiar with the rhythm and words. Also use this song to play Hot Potato, while passing around ice cubes in a small plastic bag and encourage the students to sing along. <\/p>\n\t\t\t

A parent volunteer or student who speaks the same language can partner with the ELL student. Together they can discuss the books and pictures in their first language, read and listen to the fluent readings on the Media Key or online, and work together on activities. <\/p>\n\t\t\t

ELLs can be involved in dramatic play by manipulating the puppets or dramatizing actions and sounds of the animals while other students do the reading. As the ELL gains confidence, they can take on a speaking\/reading part.<\/p>\n\t\t\t

As a follow-up to Daytime, Nighttime<\/em>, <\/strong>ELLs can write or illustrate a story with a partner’s assistance to tell about the changes they’ve experienced (e.g., \u201cIn China, I lived in a small village. In Canada, I live in a big city.\u201d). \n\t\t\t<\/p>\n\n<\/div>

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MONITORING PROGRESS<\/h2>\n\t\n\t\t\t

You will have numerous ways to observe students as they inquire through talk, organization, dramatization, movement, artwork, exploration, discovery, play, and writing. <\/p>\n\t\t\t