KINDERGARTEN

Focus area(s):
Science

To teach students about migration, specifically how the Canadian Geese migrate during
Objective of lesson: the wintertime. Introduce adaptation, hibernation and migration.

Social Development

- Students will demonstrate a sense of belonging by participating in group

conversation, collaborating with others and being open.

Language Development

QEP Competencies - Students will interact verbally in sharing ideas, and they will demonstrate their
(developmental domains) understanding on the topic as well.

Cognitive Development

- Students will use their imagination in this lesson to think of why animals might
migrate in the wintertime

- Using markers as an alternative to pencils increases accessibility for students

with fine motor challenges. These students may have difficulty gripping a pencil
due to various reasons such as motor coordination issues, physical disabilities, or
sensory sensitivities.

Differentiation/EDI - Providing 'bounce-back's scissors to students with fine-motor disabilities will aid
considerations in their ability to cut

- Time management will be flexible, as some students may need more time to
complete tasks or activities.

- SmartBoard “https://youtu.be/NYtBu9MvbIY?si=nnyW5oFRSxELYfH8”

- “The Flight of the Snow Geese”

- Paper
Materials & Resources
- Glue

- Scissors

- Markers

Learning Plan

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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 KINDERGARTEN
- Begin the lesson by reading the class “The Flight of the Snow Geese”

- Ask students what they learned about the geese from the story
Introduction
- Why do they leave the colder places and go to the warmer ones?

- Explain that this is called migration and that in future, we would

also discuss adaptation and hibernation

- Show the students a video of geese flying in a “V” formation and honking

- Have you heard this before?

- Explain that migrating animals fly or swim to warmer temperatures during the
Unfolding of the lesson
winter where food is more abundant and the weather is warmer

- These are animals like whales, fish and geese

- Provide students with the materials to build their own migrating Canadian Goose
Conclusion

Assessment - Formative assessment through discussion and participation

- Assessment of final art project

Broad Areas of Learning

☐ Health & Well ☐ Career Planning & ☐ Environmental ☐ Media Literacy ☐ Citizenship & Community
Entrepreneurship Awareness & Consumer Life
being Rights & Responsibilities

Explanation:

Students will understand their immediate surroundings in Montreal. They will understand that animals that cannot adapt must leave
because of the weather, and they will understand these problems.

Cross Curricular Competencies

☐ Uses Information ☐ Solves Problems ☐ Exercises critical ☐ Uses Creativity ☐ Adopts effective work
judgement methods

☐ Uses information & ☐ Achieves their potential ☐ Cooperates with others ☐ Communicates
communications technologies appropriately

Explanation:

Throughout the lesson, students gather information and identify the value of each piece of information. They are able to put
this information to use by answering my questions, and making me aware of their previous knowledge. Students also
exercise their cooperation with others in discussions and teamwork. Lastly, they also communicate appropriately by
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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 KINDERGARTEN
expressing themselves and taking into account other people’s points of view.

Reflection on lesson:

I think this lesson is important for students to learn more about their environment and why animals live the way they do.
They will be made more aware of the world around them.

Professional Competencies targeted:

One of my main aims is planning teaching and learning situations. I carefully structured the lesson, to have the activities
gradually build upon one another. I also wanted to make sure students were engaged so I found that it would be a good
idea to have students up and moving with the movement cards, and collaborating with the sorting activity.

To address Competency 4, I actively engaged with students during the lesson, guiding them through various activities
such as the book, and discussions. I hoped to create a dynamic and interactive learning environment where students are
encouraged to participate, share their thoughts, and explore the concept actively. Implementing an activity can be
difficult in kindergarten because students get distracted very easily, but I think they will be engaged enough that It won’t
prove to be an issue.

For competency 2, Mastering the language of instruction is essential to ensure effective communication and
comprehension in the classroom. In this lesson, I employ clear and age-appropriate language when introducing concepts.
I use vocabulary and terminology that are accessible to kindergarteners, ensuring that they can understand and engage
with the lesson content. This approach helps students grasp the key ideas and enables them to actively participate in
discussions, express their thoughts, and effectively communicate their understanding.

I am to address Competency 8 - Supporting students’ love of learning, I design the lesson to be interactive, hands-on,
and inclusive of student voices. By allowing students to express their personal connections to migration, I aim to have
them excited to learn.

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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.