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Welcome! This page will let you see what is happening in Social Studies and Science for Mme. Lajoie's Grade 1 class 2013 - 2014.


The following file shows exemplars of work at levels 4, 3, 2, 1 for Senior Kindergarten with descriptions of why the work is at a particular level.This provides an idea of the starting point for Grade 1 work.

This file shows exemplars of work at levels 4, 3, 2, 1 for Grade 1 with descriptions.


Resource for learning French: Songs in French for Primary students

June 27 -Social Studies: Look back at this year's learning.

June 26 -Social Studies: Look back at this year's learning.

June 25 -Science: Look back at this year's learning.

June 24 -Science: Look back at this year's learning.

June 23 Social Studies: Each student shares a piece of news. Discuss field trip.

June 20 -Field Trip to Aboriginal Family Festival.

June 19 -Social Studies: Finish Seven Grandfather Teachings. Students finish their drawing(s) of totem animals.

June 18 -Social Studies: Continue with Seven Grandfather Teachings and totem animals.

June 17 -Social Studies: Preparation for Aboriginal Day field trip: the seven grandfather teachings and totem animals.

June 16 -Social Studies: Each student shares a piece of news. Preparation for Aboriginal Day field trip: the Four Directions.

June 13 -Social Studies: Work on "My Father is ...", "My mother is ..."

June 12 -Science: Review/summarize/evaluate Living Things unit.

June 11 Mr. Meldrum absent. Science: Create an animal.

June 10 Mr. Meldrum absent. Science: Do worksheet on caring for plants and animals.

June 9 -Science: Learn about how humans affect other living things.

June 5 -Social Studies: Finish community unit. Sum up learning.

June 4 -Social Studies: Review Community. What is in the community, how it meets our needs.

June 3 -Science: What animals and plants need for a healthy environment.

June 2 -Social Studies: Each student shares a piece of news. Science: How animals meet their needs and where they live.

May 30 -Social Studies: Students finish map of improved classroom.

May 29 -Social Studies: Students create map of improved classroom based on survey results.

May 28 -Science: Finish up with yesterday's experiment now that the celery has been in the coloured water a day.

May 27 -Science: An experiment with celery and food colouring on how plants absorb water.

May 26 -Social Studies: Each student shares a piece of news. Students deliver their survey and tally results.

May 23 -Science: Learn about plant parts.

May 22 -Science: How animals move. Comparing living things.

May 21 -Social Studies: Students prepare a simple survey about how to improve the layout of the classroom.

May 20 -Social Studies: Each student shares a piece of news. Visit other classes to prepare for project on how best to set up the classroom.

May 16 -Social Studies: Finish map of classroom.

May 15 -Science: The five senses and the body parts associated with them.

May 14 -Science: Learn how parts of our bodies are useful.

May 13 Supply Teacher in for Mr. Meldrum. Science: Learn names of parts of the body.

May 12 -Social Studies: Each students shares a piece of news. Finish working on classroom map.

May 9 -Social Studies: Continue making a map of the classroom.

May 8 -Social Studies: Continue making a map of the classroom.

May 7 -Social Studies: Using non-conventional units for scale on a map. Start making map of the classroom.

May 6 -Social Studies: Measuring using non-conventional units.

May 5 -Social Studies: Each student shares a piece of news. Talking about relative location using words like near/far, left/right, in front/behind.

May 2 -Science: Differentiate between living things and non-living objects.

May 1 -Science: Begin unit on living things. Learn how to know what is a living thing.

April 30 -Social Studies: Learn about symbols on maps.

April 29 -Social Studies: Learn about scale on maps.

April 28 -Social Studies: Each student shares a piece of news. Continue learning about elements of maps.

April 25 -Social Studies: Start learning about maps and elements of maps.

April 24 -Science: Finish energy unit by summarizing what was learned.

April 23 -Science: Finish work from Thursday and review Energy.

April 22 -Social Studies: Each student shares a piece of news. Science: See results of plant in sun/out of sun experiment.

April 17 -Science: Supply teacher. How to save energy. What would you do without electricity?

April 16 -Science: Using energy to stay warm or cool.

April 15 -Science: Students make a collage of healthy foods from which to get energy.

April 14 -Social Studies: Each student shares a piece of news. Finish writing/drawing about dealing with snow and garbage.

April 11 -Social Studies: Learn about how governments and families deal with snow and garbage together.

April 10 -Science: Finish kite building and decorating. Fly the kites!

April 9 -Science: Continue with kite building.

April 8 -Science: Start building kites. Kites are devices that use wind energy.

April 7 -Social Studies: Each student shares a piece of news. Finish describing characteristics of different areas of the community.

April 4 -Social Studies: Describing characteristics of different areas of the community (e.g. How is downtown different from a residential area?)

April 3 -Science: Scientists in School presentation "Animaux: ruses et environnement".

April 2 -Science: "Create an Animal" activity to prepare for Scientists in School presentation tomorrow.

April 1 -Social Studies: Finish working on jobs and services that meet needs in the community.

March 31 -Social Studies: Each student shares a piece of news. -Science: Worksheets on what types of energy are used by certain objects.

March 28 -Social Studies: What jobs and services meet needs in the community.

March 27 -Social Studies: Look at jobs and services towards learning how those meet needs in the community.

March 26 -Social Studies: Learn about human needs towards learning how services in the community meet those needs.

March 25 -Science: Review/reminder about the sun and sunlight. Beginning of plant growing experiment.

March 24 -Social Studies: Each student can share a piece of news. Science: Experiment on how sunlight heats water.

March 21 -Social Studies: Continue to look at the elements of our communities.

March 20 -Mr. Meldrum away. -Science: Sun craft to remind students that most energy comes from the sun.

March 19 -Social Studies: Continuing with how we use elements of the community to meet our needs.

March 18 -Social Studies: How we use elements of our community to meet our needs.

March 17 -Social Studies: Each student gives a piece of new. -Science: Reminder about energy. Students learn about energy/food chains.

March 6 -Science: Demonstration of energy changes (movement to light). Where does energy come from? We get energy from the Sun.

March 5 -Science: Start of Energy Unit. What is energy?

March 4 -Social Studies: Finish drawing places in the community. Draw and write about how those places are used.

March 3 -Social Studies: each student can give a piece of news. Finish story from Friday. Students draw places in their community.

February 28 -Social Studies: Introduction to the idea of Community. Read a story about an aboriginal community.

February 27 -Social Studies: follow up on Pink Shirt Day.

February 26 -Social Studies: Pink Shirt Day against bullying.

February 25 -Science: "Bird Feeder Fair" - students will explain their bird feeders.

February 24 -Science: Finishing the bird feeder (all students).

February 21 Inclement Weather Day -Science: Finishing the bird feeder (for students who are present)

February 20 -Science: Designing and building the bird feeder.

February 19 -Science: Planning portion of bird feeder evaluation.

February 18 Mr. Meldrum at PD, supply teacher. -Social Studies: each student can tell a piece of news. Activity sheet about roles.

February 14 -Science: Finish evaluation on how to reduce garbage.

February 13 -Science: Look at garbage created by class. Look for ways to reduce it. Start evaluation on how to reduce garbage (the "3Rs").

February 12 -Social Studies: students work on craft "Someone who is important to me". Individual students answer oral questions about roles and responsibilities.

February 11 -Science: reducing impact on the environment through Reduce, Reuse, Recycle.

February 10 -Science: experiment on what materials absorb water. -Social Studies: each student gets the chance to tell a short piece of news.

February 7 -Social Studies: students work on craft "Someone who is important to me". Individual students answer oral questions about roles and responsibilities.

February 6 -Science: Experiment to determine which materials are waterprooof.

February 5 -Science: methods of attaching materials together (glue, buttons, zippers ...)

February 4 -Social Studies: continue with craft of "Someone who is important to me".

February 3 -Social Studies: each student can give a piece of news. Build a representation of "Someone who is important to me."

January 31 -Social Studies: review concepts and examples of roles, responsibilities, and relationships.

January 30 -Science: look at similar objects (e.g. footwear) made using different materials.

January 29 -Social Studies: work on circle behaviour (one person talking). Finish drawing different families.

January 28 -Social Studies: Discuss how families can be different. Students will draw different family compositions.

January 27 -Social Studies: students give a small bit of news. -Science: activity to match objects to certain characteristics.

January 24 -Social Studies: Discuss "Uncle Bobby's Wedding", marriage, children. Draw and write about how families can be different.

January 23: -Social Studies: finish drawing/writing about how people can be different. Story "Uncle Bobby's Wedding" about two men getting married.

January 22 -Science: describing objects relative to their characteristics.

January 21: Mr. Meldrum at PD, supply teacher. Science: Natural vs. man-made materials and Where do materials come from?

January 20 -Social Studies: each student can give one piece of news. Science: Structures and materials. A structure has a function and is made of materials.

January 16 -Social Studies: Story "Be Who You Are". Discuss how to understand, respect, and support differences.

January 15 -Social Studies: finish drawing, writing about how to help people who are different. Read story "Not All Princesses Dress in Pink"

January 14 -Social Studies: follow up on "Piggy Bunny", discuss feeling different, being different, how to help people who are different.

January 13 -Social Studies: each student can give one piece of news. -Science: objects are made from materials, activity to find objects in class made from certain materials.

January 10 -Science: follow up on sled building activity from yesterday. -Social Studies: finish drawing/writing about how they might want to be different.

January 9 -Science: build "Santa's sleigh" from gingerbread. Look at purpose of structure, characteristics of materials, how structure is held together.

January 8 -Social Studies: Read story "Piggy Bunny". Students draw and write about how they might want to be different.

January 7: -Science: start structures unit. Work on vocabulary for describing objects/materials (hard/soft, supple/rigid, smooth/rough).

January 6: Inclement Weather day. -Social Studies: Students give news from the holidays. Students draw and describe their favourite present.

December 19 -last day of school before Holidays. Finish work, relax and play.

December 18 -Social Studies: finish comparison of roles/responsibilities in different times/situations.

December 17 -Science: presentations of effects of daily/seasonal changes on living things.

December 16 -Science: work on effects on living things of daily/seasonal changes. Presentations by those who have finished.

December 13 -Social Studies: finish presentations of adult roles. Keep working on comparing roles/responsibilities.

December 12 -Social Studies: presentations of roles. Start work on comparing roles/responsibilities in different situations or times.

December 11 -Science: finish presentations of characteristics of cycles. Work on effects of daily/seasonal changes. Oral evaluation of comprehension for some.

December 10 -Social Studies: presentations of roles project.

December 9 -Social Studies: finish draw/write about respecting differences. -Science: presentations of characteristics of cycles. The following letter was sent home to request materials for our upcoming unit on Structures.

December 6 -Social Studies: Tribute to Nelson Mandela. Draw/write about respecting differences.

December 5 -Social Studies: presentations of adult roles by those who have finished. Others keep working on adult roles timeline and prepare to present.

December 4 -Science: presentations of daily/seasonal changes by students who have finished. Continue to work on daily/seasonal changes or effects of daily/seasonal changes.

December 3 -Social Studies: finish timeline for roles project. Prepare for oral presentation.

December 2 -Social Studies: students share news. -Science: continue work on comparing characteristics during cycle.

November 29 -Social Studies: work on roles project

November 28 -Science: finish picking topics and start work on comparing characteristics

November 27 -Buses cancelled, reduced attendance. -Science: read story Moi, l'étoile and discussed stars.

November 26 -Science: give instructions for evaluation, comparing characteristics at two moments in a cycle (e.g What shines during the day? What shines at night?). Start picking topics.

November 25 -Social Studies: work on roles project. Lots of good progress made today.

November 22 -Social Studies: present costumes for "Career Day" -Science: Read book La nuit and discuss.

November 21 -Social Studies: Instructions and work on Roles project.

November 20 -Science: reminder of Earth/Sun/seasons. Worksheet on seasons based on Earth/Sun positioning.

November 19 -Science: explaining the seasons showing the relationship of earth and sun.

November 18 -Social Studies: students tell me their news. -Science: look at how temperatures change through the day and over the seasons. Worksheet.

November 14 -Science: Finish "Visual Vocabulary" sheet of words related to plants and animals and their adaptations to winter.

November 13 -Social Studies: give overview of roles project. Sheets for roles project go home. -Science: review how humans, animals, and plants deal with winter. Start "Visual Vocabulary" sheets.

November 12 -Science: review how humans, and animals adapt to winter. Start discussing how plants adapt to winter,

November 11 -Remembrance Day assembly. Finish Remembrance Day sheets.

November 8 -Social Studies: reminder of respectful behaviours during upcoming Remembrance Day assembly. Learn about "Sergeant Gander", canine war hero. Continue to work on Remembrance Day sheets.

November 7 -Walkathon

November 6 -Social Studies: Discussion of Remembrance Day and the meaning of the poppy as well as a discussion of respectful behaviour for the upcoming Remembrance Day assembly. Start Remembrance Day sheets.

November 5: -Science: discussion of how what animals do to survive winter: migrate, hibernate, adapt. Showed pictures of arctic adaptations

November 4: -Social Studies: students tell me their news from the weekend. Discuss how people greet each other in different situations. When do we give presents to greet people? Worksheet.

November 1: -Science: Discussion of how humans deal with different seasons and temperatures. (wearing warm clothes, can use skates, skis, snowshoes, snowmobiles in winter. Heating systems keep us warm in winter). Story "Mes bottes" about getting dressed to go outside.

October 31 -Social Studies: students present their Hallowe'en costumes if they wish. Final reminder of safety rules for trick or treating (stay with an adult, check with an adult before eating candy). -Science: finished worksheet on seasonal outdoor activities and the buildings that allow those activities year-round

October 30 -Social Studies: reminder of safety rules at school and while trick or treating for Hallowe'en. Finished worksheet on costume and whether it can be worn to school. -lesson was interrupted for a fire drill.

October 29 -Social Studies: discussion of the differences between normal days and Hallowe'en, including rules at school and safety tips for trick or treating. Worksheet on costume (drawing and writing).

October 28 -Social Studies: students tell me their news. Science: in what season(s) can certain activities be done outside?

October 25 -Social Studies: Worksheet on how to reassure or comfort a friend.

October 24 -Science: demonstration of heat and light from lightbulb as a model for the Sun. -Flex time: sing "Alouette" and "Tête, épaules ..." -Social Studies: students present yesterday's work

October 23 -Social Studies: Finish worksheet (drawing + writing) on how people make me sad.

October 22 -Social Studies: finish self-assessment of skills and understandings. Start worksheet on how people make me sad (understanding interactions)

October 21 -Science: changes to trees in different seasons, discussion and worksheet, Social Studies: start self-assessment of skills and understandings

October 18 -Social Studies: introduce stuffies brought for "Animal Day" -discuss role of stuffed animals (comfort, reassurance, feeling safe...) -story:"Papa ronfle trop fort" -shows effects of one person's actions on others

October 17 -Science: finish shadows worksheet. ***flex time: sing "L'arbre est dans ses feuilles"

October 16 -Science: finish correcting characteristics of 4 seasons worksheet. Start on shadows worksheet. (Shadows in different times and seasons)

October 15 - Social Studies: chart of Thanksgiving activities. -Science: correct characteristics of 4 seasons worksheet.

October 10 - Social Studies: worksheet on events creating new responsibilities (pet, starting school, new brother/sister,...)

October 9 -Science: characteristics of the four seasons (precipitation, temperature, day length) worksheet

October 8 -Social Studies: continue with worksheet on life events in chronological order.

October 7 -Social Studies: Reminder of chronological order. Worksheet to put important life events in chronological order.

October 4: -Science: complete discussion of day/night cycle in terms of the Earth and the Sun

October 3: -Social Science: take up chronological order sheet. Science: start discussing day/night cycle in terms of the Earth and the Sun.

October 2 - Social Science: chronological order - putting daily school activities into chronological order

October 1 - Science: reminder of cycles, correct cycles worksheet

September 30 -work on routines for transition from carpet to desk. Social Science: how many students remember various family events (trip, birth, illness, party...)

September 27 -Science: finish talking about cycles. Worksheet on cycles

September 26 -Social Science: small homework project, important life events. Please return sheet by Monday September 30
Science: Correct yesterday's work. Start work on cycles/seasons.

September 25 -Social Science: continue to list important life events. Science: small quiz, connecting senses, body parts, and names of body parts.

September 24 -Social Science: list important life events (e.g. trips, illnesses, birthday parties) Science: worksheet to cut and paste sensory organs

September 23 -Social Science: explain Friday's picture. 20 min flex: "L'arbre est dans ses feuilles." Science: worksheet, which senses are used to identify certain objects.

September 20 -Social Science: draw a picture of what happens when people do not fufill responsibilities/show respect to others and the environement

September 19 -Social Science: discussion of roles in different places (school, home, with friends) and similarities and differences in responsibilities depending on role. -20 minute flex: work on song "L'arbre est dans ses feuilles". Science: worksheet on sight, connecting objects to similar shapes.

September 18 -Social Science: reminder of school responsibilities. Science: demonstration of sweet, salty, and sour tastes. Taste worksheet.

September 17 -Social Science: memory game of school responsibilities. Science: finish worksheet on what can be heard.

September 16 -20 minute flex: practise behaviour for "O Canada". Practise behaviour for when work is finished. Time permitting learn song "L'arbre est dans ses feuilles". Social Science: Finish picture of responsibility at home, write the responsibility. Science: take up smell worksheet, do worksheet on hearing (what can be heard)

September 13 -Social Studies: responsibilities in the home, draw a picture.

September 12 -20 minute flex period: song "Alouette"
-Social Studies: chart of students' siblings, connection to role in the home. Science: worksheet on sense of smell (what smells good)

September 11 -Social Studies: worksheet on roles of teachers, doctors, police, firefighters, dentists. Science: Do "Je ne touche pas" worksheet.

September 10 -40 minutes Science: popcorn and the 5 senses. Complete worksheet. Some students still to finish tomorrow.

September 9 -20 minute flex period: song "Alouette"
-Social Studies: prepare and role-play scenes of polite/respectful behaviour. Science: finish body worksheet.

September 6 -Social Studies: Grade Assembly. Science: Give function of named parts from yesterday's worksheet. Correct worksheet.

September 5 -20 minute flex period: song "Alouette"
-Social Studies: finish drawing of friendly/kind behaviour, write simple description of the picture
Science:"Tête, épaules...", Worksheet, match name of body part to location on body.

September 4 -Social Studies how to be kind/friendly - discussion then draw a picture showing respectful behaviour. Science: Song "Tête, épaules..." possible variation: word order changed

September 3 - Introduction, learning names. Social Studies: talking about rules. Science: Names of body parts, song "Tête, épaules, genoux, orteils".