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Saskatchewan Curriculum

Saskatchewan's Grade One Curriculum:

 

Since play isn't mentioned in the Grade One Saskatchewan curriculum, I decided to share different ways to reach the outcomes in the curriculum through play-based education and/or outdoor learning. There are many different play-based/outdoor learning opportunities where these outcomes can be reached. The possibilities are endless, therefore this list is not complete! Here are some ideas to get you started and inspire you:

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Play-Based Learning and Outdoor Activities Connected to the Curriculum:

Note: the outcomes are listen in brackets after each activity.

  • Math:

    • Shapes:

      • Go on a community walk and look for shapes in nature and around the community (SS1.4)

      • Play shape I Spy (inside or outside) (SS1.4)

      • Create shapes using sticks and other natural materials (SS1.3)

      • Draw shapes using sidewalk chalk (SS1.3)

      • Build shapes using blocks or Lego (SS1.3)

      • Create 3D shapes using Play-Doh (SS1.3)

      • Create 3D shapes using toothpicks and marshmallows (SS1.3)

      • Have a sorting center/invitation that invites students to sort objects by 2D and 3D shapes or other sorting rules (ex: sort the shapes that can roll and shapes that cannot) (SS1.2)

    • Measurement:

      • Ordering lengths of sticks shortest to longest (SS1.1)

      • Order rocks from heaviest to lightest (SS1.1)

      • Have a measuring center/invitation that invites students to compare length, weight, height, capacity, etc. Include scales, rulers, and empty containers. (SS1.1)

      • Look for different forms of measurement on your walk, such as looking for the highest/lowest thing your see or longest/shortest thing you had seen on your walk. (SS1.1)

      • Search for things growing outside, and measure it. Record the data. (SS1.1)

    • Patterns:

      • Create, extend, copy, and describe patterns using blocks, toys, or loose parts (P1.1, P1.2)

      • Create, extend, copy, and describe patterns using natural materials (ex: leaves, pinecones, sticks, rocks, feathers, etc.) (P1.1, P1.2)

      • Use stickers to create patterns (P1.1)

      • Go on a walk and look for patterns in your environment on your walk (P1.1, P1.2)

    • Counting:

      • Count (forwards, backwards, skip counting) using loose parts or natural materials.​ (N1.1, N1.3)

      • Arrange loose parts and natural materials in a familiar arrangement for students and assess if they can recognize the number at a glance (N1.2)

      • Collect a predetermined number of natural items outside ranging from 0-20 (scavenger hunt with a brown paper bag)(N1.4, N1.5, N1.7)

      • Build "squirrel caches" by collecting a number of predetermined objects (N1.4, N1.5, N1.7)

      • Use chalk to record a number of items (Ex: draw 12 flowers) (N1.4, N1.5, N1.7)

      • Create an invitation with jars filled with loose parts and have students estimate how many items are in each jar (N1.6)

      • Use loose parts or natural items to demonstrate understanding of addition and subtraction (Ex: 3 pinecones and 7 sticked equals 10, use sticks to create addition/subtraction/equals symbols) (N1.9)

      • Create ten frames using popsicle sticks, laminated ten frames, or giant ten frames on fabric, and use natural items or loose parts to demonstrate the "Make 10" or counting on/back strategy (N1.10)

    • Addition and Subtraction:

      • Co-create games such as a simple board on butcher paper and have students roll 2 dice and a block with ​- and + signs on each side of the block (keep it even). If students roll a 2+5, they would move across the board 7 spaces. If they roll 6-2, they would move 4 spaces (N1.9, N1.10).

      • Create a "Math Grocery Store" where students can shop, write out their items, add up the total, and pay with toy/student-created money.

    • Data Analysis:

      • Observe people outside. Collect data to see their modes of transportation (ex: walking, biking, running, driving, biking, etc.)​

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  • English Language Arts:

    • Note: Many of the outcomes in English Language Arts can be reached through other curricular outcomes as well.

    • Dramatic play centers (ex: writing menus, rules, signs, recipes, etc.)

    • Writing about nature (CC1.1, CC1.2, CC1.3, CC1.4)

    • Creating nature guides (CC1.1, CC1.2, CC1.3 CC1.4)

    • Reading and writing outside (CC1.1, CC1.2, CC1.3. CC1.4)

    • Descriptive writing (ex: describe a tree, use details in your writing to describe clouds, etc.) (CC1.1, CC1.2, CC1.3 CC1.4)

    • Story Workshop (CR1.3, CR1.4, CC1.2, CC1.3, CC1.4)

    • Use photos of different settings in nature. Ask: What story happened here? Who lives here?, etc. (CR1.2)

    • Use read aloud books as spring boards to outdoor activities, which can reach many English Language Arts outcomes and beyond (See resource tab for a list of great read alouds to inspire outdoor learning lessons)

    • Find letters outside in nature

    • Read outside

    • Reflect: What were some things you like or did not like on our walk? Why?

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  • Social Studies:

    • Create maps in the school, your outdoor learning space, or in the community (DR1.4)

    • Go on a scavenger hunt for "treasure" using maps inside or outside (DR1.4)

    • Community Walk (DR1.5)

    • Have a sharing circle or Story Workshop invitation that encourages the retelling of stories of community/families (IN1.1, DR1.1)

    • Dramatic Play- house/family stories (roles, routines, use of furniture, traditions of families) (IN1.2, IN1.3)

    • Peaceful vs non-peaceful outdoor relays (ex: run to the smiley face if the scenario is peaceful, run to the sad face if the scenario is non-peaceful) (PA1.1)

    • Work together as a team and develop teamwork skills through play and outdoor learning (PA1.1)

    • Have families and community members come in and share about their roles/jobs in the community (RW1.1)

    • Have a dramatic play center based around different community roles (ex: firefighters, police station, restaurant) (RW1.2) 

    • Use the medicine wheel to demonstrate how students' needs and development are being met through play and outdoor learning. This can be through the use of documenting of learning through play and outdoors (RW1.1)

    • Work on and develop problem solving skills and resolving conflicts through play and outdoor learning (PA1.2)

    • Creating talking stones or sticks for sharing circles throughout the year (DR1.2)

    • Observe how we use our environment to meet our needs when learning outside (ex: using trees for shelter) (DR1.3)​

    • Go on a walk, and think about ways we can care for the earth. Do something to make the earth better on the walk, such as picking up litter.

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  • Health:

    • Safety: Go on a community walk and talk about the meanings of different signs, using crosswalks, locating neighbourhood watch, etc.  (USC1.2, USC1.4, DM1.1, AP1.1)

    • Exercise (daily through play and outdoor learning) (USC1.1, USC1.2, DM1,1, AP1.1)

    • Social-Emotional Learning: Connection to nature and surrounding environment (ex: choosing a special tree that is "yours" for the year) (USC1.1, USC1.2, USC1.3, USC1.5)

    • Developing teamwork skills required for outdoor learning and play (USC1.3)

    • Mindfulness (ex: meditation, yoga, think spots, journal reflections done outside) (USC1.1, USC1.5)

    • Fruit and berry picking (USC1.1)

    • All About Me invitation (provide materials for students to accurately represent themselves physically, and share what makes them special) (USC1.5, AP1.1)

    • Dramatic play- Restaurant- include play food, make menus, serve balanced meals (USC1.2, DM1.1, AP1.1)

    • Make food, recipes, etc. from families, community, and cultures from around the world (USC1.2)

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  • Science:

    • Playing and creating animal habitats through play and in the outdoors. Build animal habitats outdoors, search for signs of animals living in the outdoor space such as tracks and nests, build animal habitats using plasticine, or use loose parts and toy animals to demonstrate understanding of the different habitats animals live in, or how they adapt to changing weather (LT1.2, DS1.2)

    • Walk and look for animals and plants and see how they adapt to changing weather (squirrel caches, leaves falling, buds sprouting, rabbits changing colour of fur, birds flying south, etc.) (LT1.2)

    • Observe and record seasonal changes outside throughout the year (LT1.2)

    • Learn about local plants and animals that you see when learning outside (LT1.2)

    • Research plants and animals and share your learning outside for community members to learn from you (ex: laminated recipe cards and tying them to the trees in your area) (LT1.1, LT1.2)

    • Make feed for birds and other animals and decorate trees in your outdoor area (LT1.1, LT1.2)

    • Have a center where children sort living vs. non-living things (LT1.1)

    • Have students document pictures of living and non-living things outside (provide some tool for them to use to document their findings) (LT1.1)

    • Record seasons, temperature, sun rise/sun set times, and precipitation in a graph throughout the year (DS1.1)

    • Go on a senses walk/scavenger hunt and record what you see, taste, smell, hear, and touch outside (SE1.1, SE1.2)

    • Have an invitation with a number of different textures and have students sort them based on feeling (ex: soft, rough, sticky, bumpy, flexible, etc.) (SE1.1, SE1.2, OM1.1)

    • I Spy books and games (SE1.1, SE1.2)

    • Have a taste and smell testing science lab where students can smell/taste a number of different things and guess what they are (SE1.1, SE1.2)

    • Play sound Bingo (SE1.2)

    • Plant a garden or a plant (LT1.2)

    • Record and observe a tree in different seasons throughout the year (LT1.2)

    • Observing plants using magnifying glasses and label parts of the plant/create a detailed diagram (LT1.2)

    • Have an invitation/center where students sort natural and man-made materials and objects (OM1.1)

    • Construct an object using different materials (ex: cardboard, paper, tape, string, rubber bands, etc.) such as an instruments, an elf sled, or leprechaun trap, or play binoculars for outdoor exploration (OM1.2)

    • Build a fort/shelter outside using natural materials (OM1.2)

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  • Art:

    • Drawing natural scenery (CP1.7)

    • Have a center with different art pieces and have students sort how each piece makes them feel (CR1.1)

    • Create art pieces using loose parts or natural feelings to display feelings (CR1.1)

    • Chalk outside (CP1.8)

    • Paint outside (CP1.8)

    • Observe patterns in nature (ex: shapes in leaves) (CP1.7)

    • Bark rubbings (CP1.7)

    • Leaf rubbings (CP1.7)

    • Participate in family, school, and community traditions and celebrations (CH1.1)

    • Create pictures and art using rocks or leaves (CP1.7)

    • Set out a beading invitation (CH1.2)

    • Dance in response to stories, poems, songs (CP1.1)

    • build instruments, explore instruments, and use those instruments to create songs, explore rhythm, pitch, tone, etc. (CP1.5, CP1.6)

    • Imaginative and dramatic play outside and inside (CP1.3)

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  • Phys. Ed.:

    • Note: Most of these outcomes can be reached through daily activities done in play and outdoor learning. 

    • Exercise through play and outdoor learning (PE1.1)

    • Participating in daily outdoor learning (PE1.2, PE1.6)

    • Balance, walking, running, jumping, slipping, sliding, galloping (PE1.3, PE1.4)

    • games that involve throwing, catching, and kicking (PE1.5)

    • Structured games such as tag, sports such as bowling, and alternative activities such as hiking, skating, swimming, tobogganing, etc. (PE1.8)

    • Learning about safety, completing tasks and activities safely, and participating in healthy risk taking (PE1.9)

    • Demonstrating Self-Control (PE1.10)

    • Dance (PE1.7)

    • Look for movement outside, such as the way different insects and animals move and copy their movements (ex: hop, roll, flap, slither, etc.)

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  • Treaty Outcomes:

    • Sharing when learning outside or playing (TR1.1)​

    • Understanding consequences and being developing good character (SI1.2)

    • Story Workshop/Observing outside- How animals and plants meet their needs (HC1.3)

    • Have a center/invitation that includes parts of the buffalo and students can explain and act out what each part is used for (HC1.3)

    • Using nature to meet needs when outdoor learning and cooking with berries, or cooking food from a garden you grew (HC1.3)

    • Learn about the importance of promises and create a class promise (TPP1.4)

    • Create and record  a land acknowledgement showing your appreciate for the land you learn on (TPP1.4)

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