将以下内容翻译成中文
Unit of Inquiry: Sharing the Planet 

Central Idea: People and animals share the planet, and we have a responsibility to care for living things and the environment. 

Class: EY3A & EY3B 

Semester: 2/Week: 7 

Week Beg: March 24, 2025 

Key Concepts:  

Connection – How are people and animals connected? 

Responsibility – How can we take care of animals and nature? 

Causation – What happens when we do not care for the environment? 

Key Vocab: 

Living Things: Animal, Plant, People/Humans, Habitat, Alive, Growing 

Types of Animals: Pet, Wild animal, Farm animal, Bird, Insect, Fish, Mammal 

Environment Words: Earth, Nature, Land, Water, Air, Soil, Sky, Forest, Ocean, Pond 

Action Words: Care/Caring, Protect, Share, Help, Clean, Plant, Feed, Grow, Recycle 

Environmental Concepts: Pollution, Litter/Trash, Recycle, Reuse, Clean, Dirty, Healthy, Endangered 

Feeling Words: Responsible, Kind, Gentle, Respectful, Curious, Worried, Proud 

Stems: I can help, Animals need..., We share..., I care for..., This belongs in... 

Learner Profiles:  

Caring – Showing kindness and respect for animals. 

Inquirer – Exploring how animals and humans interact. 

Principled – Understanding our role in protecting nature. 

 

Week 

Inquiry Focus 

Activities 

Supporting Texts 

Week 2: How Animals Help People 

What do animals do for us? 

1. Service Animal Role Play – Pretend to be guide dogs or rescue animals. 2. Matching Game – Match animals to their jobs (bees make honey, dogs help police, etc.). 3. Guest Speaker – Invite a pet owner or veterinarian. 4. Create Thank-You Cards for Animals – Write or draw how animals help us. 

Madeline Finn and the Library Dog – Lisa Papp Biscuit Visits the Big City – Alyssa Satin Capucilli 

 

 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

UOI 

LO: I can share my ideas about Earth.  

Whole Class Input: (Mystery box>small world) Gather students in a circle and present the mystery "Earth box" 

Tell them: "Our Earth is home to many living things. Let's discover who shares our planet!" 

Have each child reach into the box (without looking) and pull out one item 

As they pull items out, create a small world using the blue and green fabrics 

Ask each child to place their item somewhere on the "Earth" and share one thing about it 

Materials (chn can collect more): 

A decorated box with a lid (could be designed to look like Earth) 

Small animals (variety of pets, farm animals, wild animals) 

Small human figurines 

Natural materials (leaves, twigs, small stones) 

Blue fabric or paper (water) 

Green fabric or paper (land) 

LO: I can observe and record living things.  

Whole Class Input:  

Show the lizard that EY2 found in the bushes -they were looking carefully.  

Show the recording sheet (draw a picture and/or write word to identify item and record amount) 

Take the chn through school and outside with record sheet (TEAMS) to observe and record all types of life they can see i.e. ivy plants - 9. 

 

HRT Focus: Gary, Candy, Joe, Lucas, Susan 

AT Focus: Elyssa, Abi, Milo, Tyler, Anson 

LO: I can think about what animals need. 

Whole Class Input:  

Show pictures of different animals and their homes (bird nest, doghouse, rabbit hutch, fish tank) 

"Where do these animals live? What do they need in their homes?" (animals need shelter, food, water, and safety - just like people) 

 

Show the building materials available and examples of different animal homes 

 

Each child or small group selects an animal they want to build a home for, "What does your animal need to be happy? Does it need water? A place to hide? A place to sleep?" 

 

Chn draw a picture of their plan. 

 

HRT Focus: Elyssa, Abi, Milo, Tyler, Anson 

AT Focus:  Gary, Candy, Joe, Lucas, Susan 

LO: I can make an animal home.  

Whole Class Input:  

Children work individually or in pairs to create their animal homes 

Adults circulate to question and assist. Encourage children to narrate what they're creating: "I'm making a soft bed for my dog" or "My fish needs water to swim". 

HRT Focus: Gary, Candy, Joe, Lucas, Susan 

AT Focus: Elyssa, Abi, Milo, Tyler, Anson 

Materials: 

boxes of various sizes 

Paper tubes (toilet paper rolls etc) 

Fabric scraps, felt pieces 

Craft sticks, straws 

Coloured paper, tissue paper 

scissors, glue, tape 

Markers, crayons 

Small toy animals or laminated animal pictures (3-4 different types) 

natural materials like twigs, leaves, pebbles 

LO: I can make an animal home.  

Whole Class Input:  

Children work individually or in pairs to create their animal homes 

Adults circulate to question and assist. Encourage children to narrate what they're creating: "I'm making a soft bed for my dog" or "My fish needs water to swim". 

HRT Focus: Elyssa, Abi, Milo, Tyler, Anson 

AT Focus:  Gary, Candy, Joe, Lucas, Susan  

Materials: 

boxes of various sizes 

Paper tubes (toilet paper rolls etc) 

Fabric scraps, felt pieces 

Craft sticks, straws 

Coloured paper, tissue paper 

scissors, glue, tape 

Markers, crayons 

Small toy animals or laminated animal pictures (3-4 different types) 

natural materials like twigs, leaves, pebbles 

Phonics 

RWI Plan 

RWI Plan 

 

RWI Plan 

 

 

RWI Plan 

 

 

RWI Plan 

 

 

Reading 

LO: to read my Sound Blending and Home Books. 

Whole Class Input: Concepts of print 

Activities: 

Reading and comprehension (HRT): Anson Elyssa Susan Joe, Enzo, Dylan, Yiyi, Lucy 

Phonics activity (AT): Milo Candy 

Jack, Lynn 

Reading corner (Ind): Gary Tyler Abi Lucas Kasper, Reynold, Millie 

 

LO: to read my Sound Blending and Home Books. 

Whole Class Input: Concepts of print 

Activities: 

Reading and comprehension (HRT): Gary Tyler Abi Lucas, Enzo, Dylan, Yiyi, Lucy 

Phonics activity (AT): Anson Elyssa Susan Joe 

Jack, Lynn 

Reading corner (Ind):  Milo Candy, Kasper, Reynold, Millie 

 

LO: to read my Sound Blending and Home Books. 

Whole Class Input: Concepts of print 

Activities: 

Reading and comprehension (HRT): Milo Candy, Enzo, Dylan, Yiyi, Lucy 

Phonics activity (AT): Gary Tyler Abi Lucas 

Jack, Lynn 

Reading corner (Ind): Anson Elyssa Susan Joe, Kasper, Reynold, Millie 

 

 

 

Maths 

LO:  

Whole Class Input:  

 

Possible Activities:  

 

HRT Focus: Kasper, Reynold, Millie, Jack, Steven Gary Abi Elyssa Anson Tyler 

 

AT Focus: Milo Joe Candy Susan Lucas   Enzo, Dylan, Yiyi, Lucy, Lynn 

 

Key questions  

  

Possible sentence stems 

 

LO:  

Whole Class Input:  

 

Possible Activities: 

 

HRT Focus: Enzo, Dylan, Yiyi, Lucy, Lynn, Milo Joe Candy Susan Lucas 

 

AT Focus: Gary Abi Elyssa Anson Tyler  

Kasper, Reynold, Millie, Jack, Steven 

 

Key questions  

 
Possible sentence stems  

 

LO:  

Whole Class Input:  

 

Possible Activities:  

 

HRT Focus: Kasper, Reynold, Millie, Jack, Steven Gary Abi Elyssa Anson Tyler 

 

AT Focus: Milo Joe Candy Susan Lucas   Enzo, Dylan, Yiyi, Lucy, Lynn 

 

Key questions  

  

Possible sentence stems 

 

LO:  

Whole Class Input:  

 

Possible Activities: 

 

HRT Focus: Enzo, Dylan, Yiyi, Lucy, Lynn, Milo Joe Candy Susan Lucas 

 

AT Focus: Gary Abi Elyssa Anson Tyler  

Kasper, Reynold, Millie, Jack, Steven 

 

Key questions  

 
Possible sentence stems 

 

LO:  

Whole Class Input:  

 

Possible Activities:  

 

HRT Focus: Kasper, Reynold, Millie, Jack, Steven Gary Abi Elyssa Anson Tyler 

 

AT Focus: Milo Joe Candy Susan Lucas   Enzo, Dylan, Yiyi, Lucy, Lynn 

 

Key questions  

  

Possible sentence stems