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People eat in different and fascinating ways all around the world! 

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People eat in different and fascinating ways all around the world! 

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How do people eat all over the world?

Ethiopia

Japan

France

India

chine

senegal

Philippine etc

A book to show the way people stick to rules on different countries.

Ask children if their parents have rules for the table ?

Is it ok to rush eating ? Why or why not?

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After a busy first (full) week of school, we will celebrate all we have accomplished planting a beam that will grow just as we have been!

Environnement: LPE

Set-up:

Cup

Dirt

Beans

Water

Process: The kids will have fun learning the planting process in their personalized cups. Once we are all finished everyone will place their cup outside, and we will wait to see how they grow!

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Educational objectives: Become aware of your body, respecting the space and peace of others, becoming comfortable in silence, practicing self-regulation, moving your body in a healthy way.

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Environment: Dim lights, soft pillows

LPE tools: a bowl of water

Key concepts questions: "What kinds of sounds are calming and what kinds are disturbing?" "What do I think about when I close my eyes for a minute?" "Can I reach all the way to my toes?" "How high can I reach with just my arms?"

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Engaging in stretching and meditation is a useful calming tool for children to practice self-regulation skills.

Older children can use their imagination closing their eyes and staying still for a couple minutes, while younger ones can experience focusing on different parts of their bodies during the stretch.

Narrowing your focus on breathing or different parts of yourself is very grounding, and will help the students be present and focused.

Meditation and stretching are encouraged at home, and we will be doing more of it during the year!

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Today's Theme: Lets make a special snack together!

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Today's Theme: Lets make a special snack together!

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After a busy first (full) week of school, we will celebrate all we have accomplished by making a delicious fruit parfait.

Environnement: LPE

Set-up:
- Whipped cream
- fresh fruit
- mason jars
- chocolate chips

Process: The kids will have fun layering the different components together in their mason jar. Once we are all finished everyone will be able to eat their delicious creations!

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Create my detail body shape with lose parts "assemblage"

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Create my detail body shape with lose parts "assemblage"

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Activity: making our own jack o' lanterns

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Activity: making our own jack o' lanterns

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Since Halloween is tomorrow, let's get in the spirit with a fun craft activity!

Set-up:
- construction paper
- markers
- things from the assemblage area (pipe cleaners, googly eyes, pom-poms)

Environnement: LPE

Activity: Each child will cut out their own pumpkin and design their jack o'lantern face. Should it be scary? Silly? Cute? The world is their oyster! Using different materials, they can create different silly faces.

Once everyone is done we can put the pumpkins up around the school to decorate for Halloween

ALTERNATIVELY: kids can make their own ghosts or other spooky, Halloween decorations

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Lesson idea : Study of our community - deepen the idea behind "post office" / having a post box in our classroom / having pen pall to write to ..etc

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Lesson idea : Study of our community - deepen the idea behind "post office" / having a post box in our classroom / having pen pall to write to ..etc

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Lesson idea : Study of our community - Visit a fire station if the kids wants 

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Lesson idea : Study of our community - Visit a fire station if the kids wants 

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As we are studying our neighborhood and our way to school, each child will come to school with several picture of things noticing on their commute to school.

Post Office
Fire station
Police station
.. etc

The children will use their picture to draw their commute to school.

Then we will gather those picture and glue them together to form a big collage of our common neighborhood.
The collage could be in 2D or 3D. Depending on the kids idea.

Introduction of our community :

Post Office
Fire station
Police station
.. etc

Questions :
Do you notice any noise when you come to school ? Can you hear ambulance truck passing by ? why are they here ?
Where are they coming from ?

Have you ever been to the post office with mom / dad ? Do you know what is it for ?

what is in our community ?
How do we start a community ?

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COOKING OUR PIZZAS

Let's work on our fine motor skills and reward ourselves for all our hard work this week by making real pizzas!

Environment:
LPE kitchen and table

LPE tools / Set-up:
- Pizza dough
- Pizza sauce
- Cheese
- Kids' favorite toppings

The students will create their own personal pizza!

Verbal suggestions:
- You are going to make your own pizza
- Step 1: roll out your pizza dough
- Step 2: put your sauce on
- Step 3: put on the cheese
- Step 4: add your toppings.

Key concepts questions:
Form Connection Change
How are these pizzas similar to the ones we made out of paper?
Do you like the pizza you made? Is it the same as your friends'?

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CHOOSING OUR INGREDIENTS

Environment:
Circle time
and then...
Supermarket - Bazaar near school

Circle time:
Discussion of how you make pizza: what ingredients do you need? Where can you get these ingredients? Are all pizzas the same?

Let's make a shopping list of what we need to buy for our pizza.

Activity: trip to the supermarket
We will go to the Bazaar near school to get our ingredients for the pizza.

Key concepts questions:
Form Connection Change
What kind of pizza do you like to eat?
What are your favorite pizza toppings? Are they the same as your friends?
What are the ingredients that we need to make our pizza?

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We all come to school every day but how do we get here? Everyone comes from a different house, street, neighborhood, even borough!

Activity: Each child will create a map of their commute to school and explain how they do it each day (do you take the bus? Walk? Ride a scooter?) and include any relevant landmarks (e.g. Me and Papa always stop and get a Bagel on 84th and Amsterdam).

Questions:
Why do we all have different commutes to school?
Are any of them similar?
What are the different ways we can get to school?

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During Circle Time :
Talk about love and friendship: who are our friends? Who do we love? Do you have a best friend? How do your friends make you feel? How many best friends do you have? Why are friendship and love important? What feelings do you have when you're around people you love?

Environnement : A l'école

Tools :
Books about friendship
Arts and crafts supplies for making friendship gifts (the kids can choose what they want to make)

Activity : Making something nice for our friends

Verbal suggestions :
How do you know when someone is your best friend?
How can you express love for your friends?
Why is it nice to create something nice for someone?
How do you feel when you get something nice from one of your friends?

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Painting with colored ice pops is effortless. Swirls, squiggles, doodles and designs quickly appear as you move your hand over the paper.

We created a rainbow of popsicles and now, we will put our creations to work as paints. We will have a taste of our popsicles, and what we don't eat will be reused for our artwork.

Set-up:
- white paper
- our popsicle paints
- smocks

Process: Take our colorful pops and paint to our hearts' content!

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Making fruit juice popsicles to paint with

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Making fruit juice popsicles to paint with

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To prepare our tools for Monday we will need to make popsicles that we can paint with! But what is more fun than being able to eat what you create with? For that reason, we are going to make a rainbow of colorful, edible popsicles using popsicle molds, fruit juice, water, and food coloring.

Set-up
- Fruit juice
- Water
- popsicle molds
- food coloring

Environnement: LPE

Process:
1) Mix together our different colors for the popsicles. What fruit juices are what colors? What food coloring can we add to the juices to create colors we don't already have?
2) Pour the juices into molds
3) Freeze them over the weekend

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Activity: Today the students will put together the components of their portraits that they have made so far: silhouettes, face portraits, body part prints, etc.

Materials:
Large piece of paper
Components of portrait the kids have already made
Recycled materials from the assemblage area

Environment: LPE

Questions: How do our body parts come together? Why are they in the specific places they are in? How does our full body portrait look different from our friends and why?

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Why do people wear costumes?
Do you dress differently at different moment of the day

How the world works/

Costume/ why do we dress up?
how do you like to dress up?
Did you ever wear make top or a mask?

Maybe a good moment to introduce papier Mache making

How to make papier mache

we hide behind the costume?
we wear a costume to be noticed as well.
Hide & Seek

segway into the meaning of theater/ why do we go on stage and imitate life

create a world of fantasy?

great intro to theater
what is theater?

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Freeze Dance
Yoga with light and shadow
meditation

Why do we dance?
Do animals dance?
Can you dance at home with your parents?
what's your favorite song?
question for the cahier

Make a dance Freeze dance party ?

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how to use story telling during free play? start early in the year to make it a staple of the morning routine

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ACTIVITY : Today we will ask parents to bring their child favorite costumes at school. During the day, children will dress up and each child will tell us about his/her favorite costume and finally we will dance on their favorite songs.

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As we have all grown up, we have all probably tried to use our imagination and dress up.

Getting the children into a costume ball can give really benefit their social and emotional development. Using their imagination as a starting point allows them to interact and engage with other children, as well as having the confidence to speak to adults, and that includes Mum and Dad. A costume ball encourages children’s social side and provides a perfect ice-breaker helping your child build relationships from an early stage. It can help children overcome any shyness they may have around others, it also forms a platform for compliments to be made, giving children the confidence they sometimes need.

A costume ball also helps children develop emotionally, being a channel where children can freely express themselves, communicate with others, and by playing the characters that they love they learn control their emotional responses.

Is it possible to wear any clothes ?
Can I come to school in pyjama ?
Why do we Dress up ?
Are you always wearing clothes?

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Educational objectives
Uses language to express thoughts and needs : Speaks clearly

Regulates own emotions and behaviors : Manages feelings, Follows limits and expectations, Takes care of own needs appropriately

The art : Explores drama through actions and language

Non cognitive skills
Using what you learned : Applying past knowledge to new situations. Accessing prior knowledge. Transferring knowledge beyond the situation in which it was learned.
Collaboration : Paying attention to the world around you to gather data through all senses: taste, touch, smell, hearing and sight.
Attention : Showing focused attention, selective attention and sustained attention.
Openness to experience : Remaining open to continuous learning. Having humility and pride when admitting we don't know. Resisting complacency.
Confidence : Believing in ownself and own's abilities to succeed. Having the confidence to face and overcome fears.

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We are all part of a community. How movement and relationships build our health and self-awareness.

V1C4L1 - Different kind of families: one mom, one dad, two dads,…
V1C4L3 - Types of communities, the roles they play and the role I have being a part of them: families, schools, friends,…

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During the circle time, we will tell a story about family with puppets.

Environnement : the rug and then the stage in the classroom

LPE tools :
Puppets, accessories, costumes and a stage

Activity : Mise en scène d'une famille imaginaire.
We will reproduce a family event on stage. We will choose costume and accessories in order to represent all the members of this imaginary family.

Verbal suggestions:
Today we are going to imagine a family event.
What family event could we imagine ? A wedding? A birthday? A sunday morning?
How many mommy do we want in this family ? How many Daddy ? Should we have a dog ? A cat ?
How do I recognize the mother in a family ? And the father ?

Who are the members of your  family? Does all over your family live with you? Do you go visit family in other places? How is your family special to you? How is your family different from your friends? What do you do to show your family you love them? What do they do to show you they love you?

Key concepts questions:
Connection
The understanding that we live in a world of interacting systems in which the actions of any individual element affects others.

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Everyday I use my senses to learn about myself and the world around me.

V2C3L1. I use my eyes to see.
V2C3L2. I use my nose to smell.
V2C3L3. I use my hands to touch.
V2C3L4. I use my ears to hear.
V2C3L5. I use my mouth to taste.

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Everyday I use my senses to learn about myself and the world around me.

V2C3L1. I use my eyes to see.
V2C3L2. I use my nose to smell.
V2C3L3. I use my hands to touch.
V2C3L4. I use my ears to hear.
V2C3L5. I use my mouth to taste.

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Central Ideas
V1C1 - I am a person
V1C2 - All about me
V1C3- My body
V1C4- Living together
V2C1 - My emotions
V1C5- Rights and responsibilities

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Objectives
Listens to and understands French, uses language to express thoughts and needs, uses appropriate conversation and communication skills, demonstrates knowledge of characteristics of living things

Non Cognitive Skills
Memory, critical thinking,

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Educational objectives: follows verbal direction, uses language to express thoughts, engages in conversation, exercises fine motor skills, explores the visual art.

Non-cognitive skills:
Creativity, conscientiousness,  concentration, using what you learn, perseverance.

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Educational objectives
Uses appropriate conversational and other communication skills : give appropriate response

Scientific : Demonstrate knowledge about self and how other people of the family
Participates cooperatively and constructively in group situations :

Balances needs and rights of self and others

Solves social problems

Takes initiative

Develops own ideas

Non cognitive skills
Attention : Showing focused attention, selective attention and sustained attention.
Patience : Accepting or tolerating delay, trouble, or suffering without getting angry or upset.
Openness to experience : Remaining open to continuous learning. Having humility and pride when admitting we don't know. Resisting complacency.

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We are all part of a community. How movement and relationships build our health and self-awareness.

V1C4L1 - Different kind of families: one mom, one dad, two dads,…
V1C4L3 - Types of communities, the roles they play and the role I have being a part of them: families, schools, friends,…

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After a read aloud of a family themed book during the circle we will look at our family photos and discuss the different members of our families.

Environnement :
LPE classroom

LPE tools:
Books
Family’s photos
All the materials in the salle d’assemblage. Children will pick all the materials they need

Activity : Arbre à photo
Today we will create a "school version" of family tree using all our family photos.

Verbal suggestions:
Today we are going to talk about our families. We all have families but every family is unique and special. Some families  have a mommy and a daddy, while others may have two mommies or two daddies. Some people have brothers and sisters and some people live with their grandparents of have grandparents, aunts, uncles, and cousins that live with them. Every family is different. You are an important member of your family. Today you will draw your unique family portrait and share it with class.

Key concepts questions:
Connection Reflection
Who are the members of your  family? Does all over your family live with you? Do you go visit family in other places? How is your family special to you? How is your family different from your friends? What do you do to show your family you love them? What do they do to show you they love you?

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Lesson 7 : My shape or painting on the mirror of aluminium foil

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Lesson 7 : My shape or painting on the mirror of aluminium foil

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During circle time we will listen to a read aloud book focusing on different parts of the body.

Today we will all play “Head Shoulders Knees and Toes” and work on a full body sculpture.

Key concepts questions:
Form Function Change
What does  your body look like? Why is your head and the top and your feet at the bottom? What are some of the parts of your body? How many of each part do you have?
Why do some parts of your body move? Why do we have 2 arms and 2 legs and 2 eyes and 2 ears?  How does our brain control our body? Why do you think we have these different parts of our body? What would we do without them?
Will our body stay the same? What happens as we grow older?

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Creation of our own statue.

We will manipulate aluminum foil into shapes and create a foil sculpture.

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Tools:
Aluminium foil
Imagination

Students will concentrate on every part of the body to create. We will enrich our vocabulary of the body parts and also our vocabulary of art.

Questions they will be asked :
What is a sculpture?
How to make a sculpture?
What are my body parts ?

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Educational objectives
Physical : Demonstrates gross-motor manipulative skills
Scientific : Demonstrates knowledge of the characteristics of living things
Participates cooperatively and constructively in group situations :

Balances needs and rights of self and others

Solves social problems

Takes initiative

Develops own ideas

Non cognitive skills
Attention : Showing focused attention, selective attention and sustained attention.
Patience : Accepting or tolerating delay, trouble, or suffering without getting angry or upset.
Openness to experience : Remaining open to continuous learning. Having humility and pride when admitting we don't know. Resisting complacency.

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The body: We are all different and yet we are the same.

V1C3L1 - My body: what is it made of? Name and function of each body parts.
V1C3L2 - People are all the same but with different skin colors and multiple distinctions that we celebrate
V1C3L3 - My health: how do we take care of our bodies
V1C3L4 - Gender: I am a boy, I am a girl.
V1C3L5 - Growing and evolving: as I’m getting older, I change and I understand the meaning of these changes

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During circle time we will listen to a read aloud book focusing on different parts of the body.

Environment:
In LPE classroom, on the rug

LPE tools / Set-up:
Salt dough, made by kids
Books about human body

Activity :
We will make "pâte à sel" or salt dough paste together and make our print on each little pancake form we make with this material. Each children will choose which part of his/her body they want to print; a nose, an elbow, a fingerprint, a hand, a chin ?

Verbal suggestions:
Today we are going to learn about the different parts of our bodies. Did you know even think all of our bodies may look different on the outside as we are all the same on the inside? We all need our body parts, each one serves a purpose and helps us function in our day to day lives. After the book we will have a group discussion about the parts of our body. Students will then be asked to point to the different parts of the their bodies and describe what each part is used for.

The kids will also be asked to think about people with special types of bodies and how they have to adapt to their environment. How does your life change if you have only one arm (or eye, or leg, etc.)? What if you cannot walk? Or see or hear? What forms of accessibility can we provide to those people and how can we make sure everyone is included?

Key concepts questions:
Form  Function Change
What does your body look like? Why is your head and the top and your feet at the bottom? What are some of the parts of your body? How many of each part do you have?
Why do some parts of your body move? Why do we have 2 arms and 2 legs and 2 eyes and 2 ears?  How does our brain control our body? Why do you think we have these different parts of our body? What would we do without them?
Will our body stay the same? What happens as we grow?

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Why are we working on only a few lessons at a time?

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Why are we working on only a few lessons at a time?

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At this age it is important that we repeate activities and take our time to prolong and develop our pedagogic objectives. But we do some repetitions in our program also in order to allow all students to participate in all activities, since in our class students come only half time in general or less. Typically Tuesday and Thursday we will revisit the same lesson.

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Educational objectives: follows verbal direction, uses language to express thoughts, engages in conversation, exercises fine motor skills, explores the visual art.
Uses writing and drawing tools.

Non-cognitive skills:
Creativity, conscientiousness,  concentration, using what you learn, perseverance.

Observations :

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Central subjects to discuss at the cercle :
I am a person
All about me, my family and my environnement
My body
My body's parts

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Pictures of portraits with different materials and techniques shall be presented to students for them to observe and critique. They will use the mirror to create their own self portraits inspired by these.

Environment:
In LPE atelier at the wall of mirror.

LPE tools / Set-up:
- Wall of mirror
- Special color pens to use on the mirror

Following up on yesterday's activity, the students will draw themselves on the mirror.

Verbal suggestions:
- You are going to trace your portrait on the mirror.
- Think about what you look like in the mirror, what you see is on your face. Think about what your hair looks like. Etc.

Key concepts questions:
Form Connection Change
What is your face like?
What is your body like?
What are your clothes like?
How are your face and body different from your friend's face and body?
How are they the same?
Will you look different tomorrow? If so, how?
Will you look different in the Spring? If so, how?
Will you look different when you are grown-up? If so, how?
What will my face look like when I am older?
How can a face give us information about someone's emotions?

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Main questions :
What does  your body look like? What are some of the parts of your body? How many of each part do you have?
Why do some parts of your body move? Why do we have 2 arms and 2 legs and 2 hands and two feets ?  Why do you think we have these different parts of our body? What can we do with them?

Activity

We will make our foot and fingerprints using different colours of paint.

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Educational objectives: Follows verbal direction, uses language to express thoughts, engages in conversation, exercises fine motor skills, explores the visual art.
Demonstrate knowledge about self and how other people live. Demonstrates knowledge of the characteristics of living things.

Non-cognitive skills:
Creativity, conscientiousness,  concentration, using what you learn, perseverance.
Having the ability to assess and initiate things independently. Being resourceful and working without always being told what to do.

Observations :

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Now that we have talked about our personality, let's talk about our body ... Let's start with our face !

Pictures of painted portraits shall be presented to students for them to observe and critique.

Environment:
In LPE atelier at the wall or in the classroom, on the floor.

LPE tools / Set-up:
- Photos in A4 size of each student on paper will be attached to the floor
- transparent plastic A4 material that we can place on a picture of ourselves.
- Pencils
- Paint

The students will create their own self-portraits by tracing photos of themselves and coloring them in with paint.

Verbal suggestions:
- You are going to trace your portrait to represent your face
- Using the basic outline, you are going to paint your face.
- Think about what is on your face. Think about what your nose, eyes and hair looks like on the photo. Look at what you are wearing on the photo.

Key concepts questions:
Form Connection Change
What is your face like?
How are your face and body different from your friend's face and body?
How are they the same?
Will you look different tomorrow? If so, how?
Will you look different in the Spring? If so, how?
Will you look different when you are grown-up? If so, how?
What will my face look like when I am older?
How can a face give us information about someone's emotions?

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Central subjects to discuss at the cercle :
I am a person
All about me, my family and my environnement
My body
My body's parts

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Educational objectives: comprehends language, uses language to express thoughts, engages in conversation, gives appropriate responses, exercises fine motor skills, explores spatial relationships, demonstrates knowledge of the characteristics of living things. Participates cooperatively. Interacts with peers.
Understands spatial relationships. Understand shapes.

Non-cognitive skills:
Flexibility, creativity, attention, concentration, memory, perseverance, patience.
Having the ability to assess and initiate things independently. Being resourceful and working without always being told what to do.
Persevering in task through completion. Remaining focused. Looking for ways to reach your goal when stuck. Not giving up.

Observations :

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Central subjects to discuss at the cercle :
I am a person
All about me, my family and my environnement
My body
My body's parts

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Now that we have worked on our face, let's talk about the rest of the body ...
What does my body looks like ?
How many legs do I have ?
How many arms do I have ?
Do I have wings ? Why ?
What is my skin tone ?
A large white roll of paper shall be introduced to the students,  along with pencils and the small portraits they painted prior.

Environment:
In the classroom, on the floor

LPE tools / Set-up:
- Large white paper roll
- Pencils

Activity
Today the students are going to choose a partner and they are going to take turns tracing one another. While one student traces the others lays flat on the floor. Then they switch positions.

Verbal suggestions:
Have you noticed that we all look different? Our hair is different colors, some of us are tall and some of us are short. Some of us are wearing pants and some of us are wearing dresses. We all have eyes and ears and mouths but they don’t all look the same. Our skin is different colors and our bodies are different shapes and sizes.

Key concepts questions:
Form Connection Perspective Reflection
What is your body like?
How long are your legs and arms?
How big is your head compared to your body?
How tall are you?
How is your body different from your friend's body?
How are they the same?
Why is it important to be different from each other?
Apart from our appearance, how can we be different? how can we be the same? When compared to someone else are you bigger or smaller or the same size? Does it matter?
How do you think you look?
Why did you choose the colors you chose for yourself?

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Educational objectives: Follows verbal direction, uses language to express thoughts, engages in conversation, exercises fine motor skills, explores the visual art.
Uses writing and drawing tools.

Uses tools and other technology to perform tasks.
Develops own ideas.

Non-cognitive skills:
Extraversion : Enjoying human interactions. Being enthusiastic, talkative, assertive and gregarious.
Creativity : Using imagination or original ideas to solve problems, communicate with others, and entertain ourselves and others.
Conscientiousness : always doing your best. Setting high standards. Checking and finding ways to improve constantly.

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To demonstrate knowledge about ourselves: Each person is unique and special.

V1C2L1 - I have unique qualities, characteristics, and features.
V1C2L3 -  What I like about me.
V1C2L4 - My portrait is a reflection of myself.

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Now that we have gotten used to school, let's get to know  each other's personalities better. Let's speak about what we love and what we don't at circle time.

Activity:
Create lists of our favorite/least favorite things that begin with the first letter of our name.

Example:
Name: Betty
Adjective: bubbly
Favorite/least favorite food: bonbons/broccoli
favorite/least favorite animal: birds/bugs
etc.

Environment:
In LPE atelier at the wall or in the classroom, at the table.

LPE tools / Set-up:
Every student will receive a sheet to fill our and a crayon to use to do so. The can decorate the sheet with markers or crayons if they would like.

Key concepts questions:
Form Connection Change

What is your name ?
What do you like to do ?
What do you do not like to do ?
What do you want your friends to know about you?
How do you like to express yourself ?
Do you like to sing/dance/paint/build/read ?

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A read aloud of “The Color Monster”  and red, green, yellow, blue and black, and pink color swatches.

Verbal suggestions:
Did you know colors can represent our feelings. We can use colors to express ourselves and show how we are feeling. Just as we read in our story, red often means anger, blue shows sadness, and yellow can show that we are happy. Pink is often used to show love while black can represent something scary. Have you ever heard of the expressions “seeing red”  or “feeling blue”? These statements refer to the colors of emotions.

Key concepts questions:
Connection, Change, Perspective, Reflection
What does it mean to be happy? Sad? Scared? How do you behave when you feel angry? What are some things that make you angry? What makes you scared? Happy? What does it mean to be at peace? What are some things you like to do to calm your body or relax?
How do each of these colors make you feel? Do you like these colors? Does black always mean scary or could it mean something else? Why do you think the color pink was chosen to represent love? Is it possible to change how you feel? What are some things you do to go from sad to happy? Or from angry to calm?

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Today we are going to paint pictures that represent the colors of our emotions. Students will paint pictures that represent, happiness, sadness, anger, fear, calm, and love.

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Lesson 9: Me and my feelings : love and friendship

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Lesson 9: Me and my feelings : love and friendship

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Let's make something nice for one of my friends in the class

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Educational objectives
Scientific : Uses tools and other technology to perform tasks Physical : Demonstrates gross-motor manipulative skills Regulates own behaviors : Follows limits and expectations,
Explores and describes spatial relationships

Non cognitive skills
Attention : Showing focused attention, selective attention and sustained attention.
Collaboration : Paying attention to the world around you to gather data through all senses: taste, touch, smell, hearing and sight.
Creativity : Using imagination or original ideas to solve problems, communicate with others, and entertain ourselves and others.

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Being aware of our surroundings by observation and exploration.

V3C1L1 - The use of everyday objects: in the class, at home,…
V3C1L2 - Observe the nature around us and manipulate various objects
V3C1L3 - Ways we manipulate materials for new purposes
V3C1L4 - Multisensory Discoveries : objects have similarities and differences: colors, shape, height, weight, texture, utility, temperature

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Provocation :
During Circle Time : Now we have seen the outside of the school, let's talk about all we can see and do inside of the school :
What spaces do we have here ?
What do we see / use in our class?
Who are our classmates ? Our teachers ?
What are their roles?
What are the objects that we use every day ?
Why ?
What is our favourite thing about the school ?

Environnement :
The classroom

Tools :
A large sheet of paper
Assemblage materials

Activity : School model construction
We will imagine and decide together how and with what material we can reproduce La Petite Ecole

Verbal suggestions :
What can we use to make the different items in school?
Should we have people in the model? Students and teachers?
How might the school change over time?
What time of day should we represent in the model? Nap time with our mats? Lunch time with our plates?