Division 2: Grade 4 – Grade 6
Below are discussion questions and activities to foster kindness for animals, people, and the environment. Both the discussion questions and activities are part of the ‘Kindness’ character education theme for the 2015-2016 school year! To see other character building themes, click here!
Discussion Questions:
- Is being kind important, and if so, why?
- Who (or what) do we need to be kind to? Is there anyone/anything that doesn’t deserve our kindness?
- What are some examples of kindness that you have witnessed or have heard about?
- Who is positively affected by acts of kindness? The giver, receiver, and even witnesses can receive the benefits of a kind act!
- How do you feel when someone is kind to you?
- How do you feel when you are kind to someone else?
- How do you feel when you see someone being kind to someone else?
- How can we be kind to others?
- How can we be kind to animals?
- How can we be kind to the environment?
Activities:
1. Kind Words
As a class, brainstorm what the word kind means? Ask students: What are other words that mean the same or similar thing as being kind? Nice, good-hearted, neighbourly, helpful, respectful, etc. Have students use a thesaurus to find synonyms for the word kind. Students can create ‘word explosions’ with the synonyms to display in the classroom.
EXTENSION: Have students write three sentences using a different synonym describing how they are kind to animals, people, and the environment.
2. Kindness Challenge
Make a difference in your school, home and community completing the Kindness Challenge with your class! Follow the Kindness Challenge Calendar and complete 18 simples acts of kindness towards self, others, animals and the environment! Challenge your class for the entire 18 days, or see how many of the days you can do! Challenge another class to complete the activity with you.
3. Kindness Tree
Create an outline of a tree on a bulletin board or on poster paper and display it in the classroom. As a class, brainstorm simple things students can do to make a positive difference in the lives of animals, people and the environment. Little things such as brushing your cat, making a new friend, or picking up litter in the school yard are all great ways to make a positive difference.
Have students commit to doing one kind action today. On the next day, have them write their action on a leaf using the Leaf Template. Students can then add their completed leaves to the ‘Kindness Tree’ in the classroom. This exercise can be ongoing throughout the week, month or even school year.
EXTENSION: Have students journal about the experience and how it made them feel to carry out these actions.
Curriculum Connections
ELAL
- Organizing Idea: Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
- Guiding Question: How can building vocabulary and understanding morphology strengthen communication?
- Learning Outcome: Students expand vocabulary and analyze morphemes to communicate in multiple contexts.
- Skills and Procedures: Confirm word meanings, spellings, or word choices using a variety of digital or non-digital resources.
- Learning Outcome: Students expand vocabulary and analyze morphemes to communicate in multiple contexts.
- Guiding Question: How can building vocabulary and understanding morphology strengthen communication?
Science
- General Learner Expectations: Students will: 4-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
- a sense of responsibility for actions taken
- respect for living things and commitment for their care
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
Social Studies
- 4.1 Alberta: A Sense of the Land
- General Outcome
- Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta.
- Specific Outcomes: Students will
- 4.1.1 value Alberta’s physical geography and natural environment:
- appreciate the environmental significance of national and provincial parks and protected areas in Alberta
- demonstrate care and concern for the environment through their choices and actions
- 4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues:
- How are Alberta’s provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta’s natural environment?
- 4.1.4 analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues:
- Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta?
- 4.1.1 value Alberta’s physical geography and natural environment:
- General Outcome
ELAL
- Organizing Idea: Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
- Guiding Question: How does vocabulary support communication?
- Learning Outcome: Students analyze how knowledge of vocabulary supports meaning and use of language.
- Skills and Procedures:
- Record words of personal interest.
- Use a variety of tools to build vocabulary knowledge.
- Skills and Procedures:
- Learning Outcome: Students analyze how knowledge of vocabulary supports meaning and use of language.
- Guiding Question: How does vocabulary support communication?
Science
- General Learner Expectations: Students will: 5-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
- a sense of responsibility for actions taken
- respect for living things and commitment for their care
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
Social Studies
- 5.1 Physical Geography of Canada
- General Outcome
- Students will demonstrate an understanding of how the physical and natural resources of Canada affect the quality of life of all Canadians.
- Specific Outcomes: Students will
- 5.1.1 value Canada’s physical geography and natural environment
- appreciate the environmental significance of national parks and protected areas in Canada
- demonstrate care and concern for the environment through their choices and actions
- 5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:
- How are Canada’s national parks and protected areas important to the sustainability of Canada’s natural environment?
- 5.1.3 analyze how people in Canada interact with the environment by exploring and reflecting upon the following questions and issues:
- Whose responsibility should it be to ensure the preservation of Canada’s national parks and protected areas?
- 5.1.1 value Canada’s physical geography and natural environment
- General Outcome
- 5.3 Canada: Shaping an Identity
- General Outcome
- Student will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
- Specific Outcomes: Students will
- 5.3.3 assess, critically, how the Famous Five brought about change in Canada by exploring and reflecting upon the following questions and issues:
- Who were the Famous Five?
- How did the changes brought on by their actions affect individual rights in Canada?
- 5.3.3 assess, critically, how the Famous Five brought about change in Canada by exploring and reflecting upon the following questions and issues:
- General Outcome
Science
- General Learner Expectations: Students will: 6-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
- a sense of responsibility for actions taken
- respect for living things and commitment for their care
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
Social Studies
- 6.1 Citizens Participating in Decision Making
- General Outcome
- Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process.
- Specific Outcomes: Students will
- 6.1.1 recognize how individuals and governments interact and bring about change within their local and national communities:
- recognize the influence of historical events and legislation on democratic making in Canada
- value citizens’ participation in a democratic society
- 6.1.1 recognize how individuals and governments interact and bring about change within their local and national communities:
- General Outcome
Physical Education and Wellness
- Organizing Idea: Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect.
- Guiding Question: How can perspectives influence healthy relationships?
- Learning Outcome: Students consider and describe a variety of perspectives that support the development of healthy relationships.
- Skills and Procedures: Demonstrate positive social behaviours to develop and maintain healthy relationships.
- Learning Outcome: Students consider and describe a variety of perspectives that support the development of healthy relationships.
- Guiding Question: How can perspectives influence healthy relationships?
