A Model Unit for Grade 2: Canadian Communities Model Unit for Grade 2: Canadian Communities The Canadian Community, Growth and Changes in Animals Jennifer Katz Tools for InsTrUCTIon

A Model Unit for Grade 2: Canadian Communities

The Canadian Community, Growth and Changes in Animals

Jennifer Katz

Tools for InsTrUCTIon And reAdInG AssessMenT

TtD_Gr2_Model.indd 1 10/1/13 1:25 PM

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© 2013 by Jennifer Katz

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Contents

Plan for the School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: Canadian Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner/Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Assessment Rubric for Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Preparations for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17



4 Grade 2: Canadian Communities

© Portage & Main Press, 2013, A Model Unit for Grade 2: Canadian Communities, ISBN: 978-1-55379-401-1

Gra

de 2

Scho

ol Y

ear

Sept

embe

r to

Dec

embe

rTe

rm/U

nit O

neJa

nuar

y to

Mar

chTe

rm/U

nit T

wo

Apr

il to

Jun

eTe

rm/U

nit T

hree

ThEM

ES C

hO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

Cana

dian

Com

mun

ities

Com

ing

to C

anad

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ur L

ocal

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mun

ity’s

Reso

urce

s

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Can

adia

n co

mm

uniti

es in

clud

e an

imal

co

mm

uniti

es, a

s w

e ar

e in

terd

epen

dent

w

ith o

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cosy

stem

, and

a h

ealth

y lif

esty

le

lead

s to

a h

ealth

y lif

e cy

cle.

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les

repe

at, w

hich

mak

es th

em a

nat

ural

fit

with

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tern

s in

mat

hem

atic

s.

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igra

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ping

, and

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uctio

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ural

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urce

s an

d m

ovem

ent o

f th

em fi

t with

pos

ition

and

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ion

on a

tra

nspo

rtatio

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eme.

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wel

l, di

vers

ity

play

s a

role

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oth

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ral r

esou

rces

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d co

mm

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es, a

nd in

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gs m

ove.

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ovem

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and

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and

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are

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inte

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l com

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and

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ronm

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as w

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ow c

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res

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ered

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to th

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viro

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s ha

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SOCI

AL

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DIE

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Com

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ases

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licat

ions

all

year

MAT

hEM

ATIC

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ttern

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and

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Num

ber c

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and

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all

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ICA

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and

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ar

Plan

for

Scho

ol Y

ear



Grade 2: Canadian Communities 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.

2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to three terms in one school year.

In this model unit for the first term of grade 2, teachers will find planners that outline the essential understandings, essential questions, and final inquiry projects for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 16, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 17.

TtD: pp. 74–85



Grade 2: Canadian Communities 17


Activity Cards for MI Work Centres

Aboriginal Design

Comparing Life Cycles

Cultures and Me

Timelines

Cultural Word Splash

Canada and the World

Personal Symbols

Comparing Images

Animal Life Cycles

Be a PE Teacher!

Animal Dance

Dancing a Jig

Where We Came From

Community Symbols

Global vision

Interdependence

natural Foods

Landscapes



LOG

ICA

L- M

ATH

EMAT

ICA

L


Abo

rigin

al D

esig

n

Abo

rigi

nal p

eopl

es li

ked

to u

se p

atte

rns

in t

heir

art

.

The

y cr

eate

d sp

ecia

l sha

pes,

sty

les,

and

col

ours

to

use

in t

heir

art

.

The

y us

ed t

heir

art

to

tell

stor

ies

abou

t th

eir

lives

. It

sho

wed

how

the

y liv

ed a

nd w

hat

they

lear

ned.

Loo

k at

the

art

sho

wn

in t

he p

ictu

res

at t

his

cent

re.

Use

the

mat

eria

ls a

t th

is c

entr

e to

cre

ate

a pa

tter

ned

piec

e of

art

th

at lo

oks

sim

ilar

to A

bori

gina

l peo

ples

’ art

.




INTR

APE

RSO

NA

LCu

lture

s an

d M

e

Thi

nk a

bout

all

the

thin

gs y

ou u

se, e

at, a

nd d

o in

you

r lif

e.

Whe

re a

re t

hey

from

? W

ho c

reat

ed t

hem

?

Mak

e a

colla

ge o

f th

ings

you

use

, thi

ngs

you

eat,

gam

es y

ou p

lay,

an

d cl

othe

s yo

u w

ear

that

com

e fr

om o

ther

cul

ture

s an

d co

untr

ies.



Documents

A Model Unit for Grade 2: Canadian Communities Model Unit for Grade 2: Canadian Communities The Canadian Community, Growth and Changes in Animals Jennifer Katz Tools for InsTrUCTIon