When schools are out in the summer, individuals and families often seek fun things to do. Outdoor activities may differ in different parts of the world. What do boys and girls usually do in the summer? What do adults do? One idea is to make a big class list and check off who has done what, and who will do what.
This Hamilton Conservation Authority Facebook link has a list of some ideas: https://www.facebook.com/HamiltonConservation/photos/a.111847857651.118338.7446247651/10152650367427652/?type=1&theater .
If you are teaching during the summer, you could try out some of these activities in school or on a field trip. You could tally up who has done the most things.
I have done 33 things on this list. How about you?
Themes: Canadian Culture, Leisure, Health and Safety
Grammar: Imperatives, cardinal and ordinal numbers, go / try + gerund
Reminder: Start with oral language first. This kind of language development could also be really fun if incorporating TPR (Total Physical Response).
Have fun!
Showing posts with label Summer. Show all posts
Showing posts with label Summer. Show all posts
Sunday, 13 July 2014
Tuesday, 27 May 2014
"Eat your Weedies!"
Edible weeds in your neighbourhood? Why not learn about them!
With a teacher experienced in identifying edible weeds, several activities are possible across the levels.
A good resource book like this one can be helpful. You could use it for your own information or adapt it for higher level learners.
You could
1. Talk about learners' own experiences foraging for and growing food. Do TPR to connect actions and vocabulary. See this link for some ideas for Phase I learners on using TPR and song for learning new vocabulary: https://www.youtube.com/watch?v=MJuOR9jTpV4
2. Talk about foraging in Canada - do people do it? Where? Why? What times of year?
3. Collect some edible leaves and flowers and have your students take photos of them, or trace / draw them.
4. Compare shapes, sizes and colours of leaves and flowers.
5. Take your class on a walk around the block to pick your own salad. Follow or make a map while you are at it!
6. Sample all the edibles and describe the taste, texture, and smell.
7. Have a local guest speaker come to class and talk about edible weeds.
8. Read a flyer (adapted as necessary) about a course on this topic: http://haltonenvironment.net/?tribe_events=eat-your-weedies-2
9. Find and follow some recipes using edible weeds. Write your own recipe.
10. Read and discuss issues around excessive foraging / harvesting (adapted as necessary): http://www.thespec.com/opinion-story/4034957-foraging-is-fine-but-not-on-rbg-property/
Be careful, though! If you cover this topic with your learners, be sure you are providing all the correct and relevant information. Some edible plants may have look alike plants that are poisonous.
With a teacher experienced in identifying edible weeds, several activities are possible across the levels.
A good resource book like this one can be helpful. You could use it for your own information or adapt it for higher level learners.
You could
1. Talk about learners' own experiences foraging for and growing food. Do TPR to connect actions and vocabulary. See this link for some ideas for Phase I learners on using TPR and song for learning new vocabulary: https://www.youtube.com/watch?v=MJuOR9jTpV4
2. Talk about foraging in Canada - do people do it? Where? Why? What times of year?
3. Collect some edible leaves and flowers and have your students take photos of them, or trace / draw them.
4. Compare shapes, sizes and colours of leaves and flowers.
5. Take your class on a walk around the block to pick your own salad. Follow or make a map while you are at it!
6. Sample all the edibles and describe the taste, texture, and smell.
7. Have a local guest speaker come to class and talk about edible weeds.
8. Read a flyer (adapted as necessary) about a course on this topic: http://haltonenvironment.net/?tribe_events=eat-your-weedies-2
9. Find and follow some recipes using edible weeds. Write your own recipe.
10. Read and discuss issues around excessive foraging / harvesting (adapted as necessary): http://www.thespec.com/opinion-story/4034957-foraging-is-fine-but-not-on-rbg-property/
Garlic Mustard
Some recipes are here: http://the3foragers.blogspot.ca/2014/04/garlic-mustard-recipe-roundup.html
Wood Sorrel (has yellow flowers) - Check out the warnings before you eat this.
Be careful, though! If you cover this topic with your learners, be sure you are providing all the correct and relevant information. Some edible plants may have look alike plants that are poisonous.
Sunday, 5 August 2012
How do your gardens grow?
What a great time of year to get your hands dirty! In our community there are loads of opportunities for people to join Community Gardens. People can rent a plot for as little as $10 a year. Or people can volunteer to tend to the local Victory Gardens that grow food for local soup kitchens and food banks. Whatever you choose, there is certainly a lot to dig into to gain valuable language skills!
Perhaps you can rent a plot for your own class to collaboratively sew the seeds of learning. Perhaps you could go on a field trip to observe and describe what is growing in your own community.
Possible language activities are as follows:
1. Go through a simplified seed catalogue that has the picture of the vegetable or herb. Decide as a class what seed you'd like to grow.
2. After choosing the seeds, you could calculate the sum of all the seed packs you'd need and role-play purchasing the seeds from a cashier. Count out the change.
3. Create an LEA (Language Experience Approach) story about how to plant seeds.
4. Measure the growth of the seeds weekly and create a chart. Learners could draw pictures of the growth each week.
5. Get out your culinary hats! Use the veggies and herbs to make your own salads or appetizers to share with the class. Take photos during the process and make a picture story.
Outcomes: Express own preferences, complete simple addition and subtraction, describe own experiences, measure using a ruler, draw basic shapes, listen to and follow instructions, sequence photos, begin to write sentences to describe a photo.
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