Life Systems Grade 2 – Component 1 Classification – 1 WeekOutcomes Instructional

StrategiesAssessment Curricular

ConnectionsResources

Science

2-1-01Use appropriate vocabulary related to their investigation of growth and changes in animals.

2-1.12Describe and classify a wide range of animals according to various characteristics and behavior.

Activate – Glance through a few different books on a variety of animals and their classification. Discuss as a class comparing similarities and differences in the animals. Modeling thoughts and inquiry questions for the students to become engage is important.

As a class read the book Many Creatures or one similar to it, this will have the students hear the words and begin to process the information on animal classes.

Acquire – As a class, using the white board to write down, have a discussion on what are characteristics and what kinds of characteristics do animals have. Have questions to help guide the discussion so they are

Science (2-1-01, 2-1.12)

FormativeObservation – During discussions and activities teacher will walk around while listening and watching for understanding on characteristics and classification.The use of appropriate vocabulary, like reptile, mammal, amphibian and insects, will be observed for use and understanding. This provides great opportunity for feedback or a chance to see what the students are grasping quickly and areas to be improved on. Example if they understanding mammals but not amphibians you may need to revisit this classification.

2.1.1 (English)Make connections between texts, prior knowledge, and personal experiences.

5.2.1 (English)Work in a variety of cooperative and collaborative partnership and group structures.

5.2.2 (English)Contribute related ideas and information in whole-class and small-group activities.

Hands-on Science Level 2

Variety of animal books

Access to computers/ library

Book “Many Creatures” or one similar that has animal classification.

Similarity’s and difference chart

Poster board

Smart board activity (Memory Stick)

Classifying animals chart

Group work self evaluation sheetClassifying Animals handout

teaching and learning without knowing. Questions such as what characteristics do a bear have? What are similar or different characteristics of two animals?

Have students choose two animals out of a random choice. (Animal names out of a bucket) Give students a Similarities and difference chart to complete on their animal. Each student should use books in the class and library to help fill out the chart on their animal. They should be looking for things that are similar about their animals and characteristics that are different. For example both animals have teeth but only one has fur.

Have the students gather around the smart board for a discussion on classification. Use the smart board activity Animal Classification as a

Similarity’s and difference ChartStudents will turn in the chart once completed. The chart will provide opportunity to show the students understanding of characteristics of animals and the difference of different animals by the answers provided under each category, similar and differences.

SummativeClassification Chart – Students will turn in the completed chart. It will be assessed for understanding of classifications. Do the students show understanding of mammals, amphibians, reptiles, insects, fish and birds and the characteristics each fall under? As a class this will be discussed and filled out on the smart

guide asking questions (like what animal would fit in this description? what are some characteristics of these animals that makes them similar?) about each class of animals.

Have a poster board labeled with the six classes of animals (reptile, insect, bird, amphibian, mammal and fish) Give each student a group to go to. Have each group start at a different poster board previously labeled. Give around 2-4 min for each group at each of the six areas. They are to write down all they know or think they know about that animal class. Each group just adds on to the poster board.

The next part involves paired work. Before moving on a discussion on group work is needed. Discussing what good group work looks like

board so students can fill in any mistakes. This will also help to see if student are grasping where they made their mistakes and why and give you a chance to explain why they have that characteristic or don’t have. Rubric to follow.

Classifying Animals Handout – Students will show an understanding of the six areas of classification of animals by placing the right term out of the word bank under the appropriate animal picture. Making not of any student who needs little or a lot of assistance is important for assessment. If they do all on their own with no mistakes they have met the out come. With a little help they have approached it and with a lot of guidance they would fit with the

and it would not so good group work look like. Thinks like taking turns, listening to others ideas and sharing the work are things to highlight. Making a class chart of good group work to post in the class would help the students have a reference of what they should be doing while working in a group or pairs.

Apply – In pairs have the students research the different classes of animals. The students will gather information to fill out an classifying animals chart as a pair. This includes them finding which class is warm blooded or cold blooded, what type of skin covering does that class of animals have? Do they have life birth or hatched? Do they feed their young milk, how do they breath and do they have a skeleton?Have the students as

needs improvement area.

English (2.1.1,5.2.1,5.2.2)

Formative

Observation – Watching for the students accessing prior knowledge, sharing personal experiences and making connections to the information. Does the student take turns, give ideas, encourage other or work well in a variety of group settings. This will be assessed during discussions and group work like the poster board activity.

Checklist – Will be used during observation and discussion to help record and ensure each student is meeting out comes. Does the

pairs present their findings comparing answers with other groups. Students should change their answer on their chart if their information is correct for future reference. Have the chart displayed on the Smart board filling in the answers as a class so students can visually see the answer to make sure it is right.

After the paired work have students do a short group work evaluation to see how they feel they worked together and what could work better next time. Questions like how they felt they used their time or how they felt they contributed ideas will be self evaluated in the handout. (BLM – 36)

Give students the hand out on classifying animals. There are six spots to put the correct animal with the

students access prior knowledge? Does the student express experiences through text? Students who lack checks at near report time may need to be individually assessed for accurate information since it can be hard in a large class to view every student when you are wanting to.

Summative

Group Self Evaluation –

The students will show that they can work in collaborative partnerships and group structures by the use of a group self-evaluation. It will provide questions for the student to answer These questions included how they used their time wisely, if they listened to other group members, did they encourage others,

classifying name. Have student write a sentence on why this animal fits in this classification.

how well did they contribute ideas and opinions and did they share the work evenly are some example for evaluations questions for the students. See BLM – 36 attached.

Life Systems Grade 2 – Component 2 Growth and Care for Animals – 2 WeeksOutcomes Instructional

StrategiesAssessment Curricular

ConnectionsResources

Science

2-1-08Recognize that all animals can have offspring, and that offspring generally resemble their parents.

2-1-09Compare the appearance of young and mature animals of the same type.

2-1-10Compare the length of time from birth to adulthood for

Activate – Begin the class by discussing the importance of contributing ideas no only in writing but in class talks as well. Giving examples or modeling these skill that will be essential for the out come is important for their full understanding. Giving example of what your looking for like does the student:

Demonstrate fluency in generating ideas on a particular topic.

Contribute ideas

Science (2.1.8, 2.1.9, 2.1.10, 2.1.11, 2.1.13)

FormativeObservation – Students will show understanding of animals and their offspring’s similarity’s and differences of characteristics during the discussion. Listening for the use of weight, height and other characteristics that are constant and changing.

Matching Handout – Shows students understanding and

4.1.1 (English)Generate and contribute ideas on particular topics for oral, written, and visual texts

Animal Babies ABC Book

Pictures of animals and offspring’s.

Self assessment page

Matching Handout

Smart board activity – Animals and babies

Animals change as the grow handout

Media – Computers, books, videos, magazines

Note pages with web handout

humans and other animals.

2-1-11 Identify and describe constant and changing characteristics of an animal as it grows and develops.

2-1-13Describe and compare ways in which different animals care for their offspring.

orally on a topic Contribute written

ideas on a topic. Contribute ideas

visually on a topic. Remain on topic Require

refocusingand demonstrations of meaning would ensure understanding.

Read the book Animal Babies ABC. Discuss questions such as: what kinds of animals did you see? Where did the offspring come from? Things like similarities and differences and experiences with personal pets.

Acquire – Show students pictures of baby’s animals and adult animals. Use guided questions to help student’s inquiry. Things like, which adult is this baby’s parent? How do you know? What’s different about the baby to the adult?

recognition of animals and their offspring’s similar and different characteristics. Like size, fur and physical features of the animal will be expressed by their matching sheets answers.

Changes as the Grow Handout – Students will turn in the handout when completed. Students will show and understanding of growth in the particular animal. Watch for works like size, weight and physical characteristics that change as the animal grows.

Summative

Animal Research Web– The note page will show the child’s research on that animal and that they student

Have students do a self-assessment on their generating ideas skill. There is a handout to guide students in evaluating them selves in sharing ideas, listening and what they could do to express ideas more.Give each student the hand out Matching Parents and Their Offspring. Have them cut out the pieces and glue the parents and their babies in pairs on a sheet of paper.Go through the activity Animals and babies on the Smart board. This will show full understanding of resemblance between parents and babies. This will also provide opportunity for talking about how the adult differs from their child and how the child must change and grow to become and adult.

Give the students Changes in Animals as They Grow handout and

was on task when researching. They will have each area identified from characteristics and classification to the care and protection of their offspring’s. Students will express how animals care for their offspring and the length of time from baby to adult as well as protection and care for the babies in a web format. Rubric to follow.

English (4.1.1)

Formative

Observation – After the discussion on expressing and generating ideas students will show contribution of ideas on the particular topic. They will give ideas of how, why and what the differences are between animals and their offspring’s.

they choose three different animals. Have them research to fill in the chart on each animal. They can use a variety of media like books, computers, magazines or videos if needed. Modeling this activity is essential for understanding. Have the handout on the smart board/over head and do an example with an animal no one has in the class before sending them off to find the information and fill in the handout. Each animal should have around four points on each animal of how it changes as it grows. Things like size, weight and characteristics such as teeth.

Apply – Students will draw an animal out of a hat. They will be given a web with heading on it to be filled in with the correct information of their animal. The web focuses on the babies,

Summative

Self-assessment – Students will tell how they generate and contribute ideas in class and how they feel they do in this area by completing the self-assessment. They do this by reading the statement and circling the happy face that best suits their answer. Example:I share my ideas.I listen to others.I hear new ideas from others.One thing I could do to think of new ideas is.This is how I feel when I tell my ideas.

changes, protection, food and other areas of growth and change in animals. They will have a note pad given to each student to record their findings in research on paper before transferring it to the web. Do an example of steps each day for students to gain understanding. For example first day should model researching through books and other media to find information and recording it in their notebooks. The second day should model choosing the right kind of information to transfer to the web. This web is to be handed in when completed for a final assessment of understanding.

Life Systems Grade 2 – Component 3 Life Cycle – 1 WeekOutcomes Instructional

StrategiesAssessment Curricular

ConnectionsResources

Science Activate – Read the book Life Cycle of a Butterfly.

Science (2.1.1, 2.1.14, 2.1.15)

3.3.1 (English)Categorize related

Life Cycle of a Butterfly Book

2-1-01Use appropriate vocabulary related to their investigation of growth and changes in animals.

2-1-14Describe changes in the appearance and activity of various animals as they go through a complete life cycle.

2-1-15Compare the life cycles of animals that have similar life cycles and those that have different life cycles.

Identify the changes from egg to caterpillar to a butterfly. Show the YouTube video Life Cycles.

Have students write in their journal. They should write about life cycles and what they know or want to learn about them.

Acquire – Model to the students how to draw a life cycle. A life cycle of an insect ensures they are familiar with the terms “larva” “pupa”. Make sure to demonstrate how sequencing the events is important while expressing the life cycle since there is a particular order for the stages of life. This is essential to model since students will be assessed on their skill of categorizing ideas and information using strategies like sequencing.

Using the Smart board lesson Lifecycles go

Formative

Diagrams – The visual representation of a life cycle presented will show students can describe change in animals as they go through the life cycle. This will be a good indication of understanding of life cycles. Student’s use of appropriate vocabulary will be present. Words like larva, pupa, and life cycle should be present as well as sequence order should be represented.

Summative

Journal – Having the student write in their journal will give an appropriate assessment of what they students have learned and will remember about life cycles. Students should include a paragraph on

information and ideas using a variety of strategies [such as linking significant details, sequencing events in logical order…].

YouTube Video -

http://www.youtube.com/watch?v=-pHav-3QZkI

Journals

Smart board activity – Life Cycles

through the activity having students up to the board. The activity consists of students moving the pictures or words to the correct spots on the life cycle. This will show students understanding of growth in animals and change during their life cycles.

Apply –Have the students research in pairs a variety of life cycles. Give each pair an animal to research. There should be a range of animal from different classes like reptile, insect and mammal. Have them represent the information visually and share it with the class by drawing the life cycle out on a large sheet of paper. The life cycle should have a title, labels, drawings and direction arrows to explain the full process.

Have the student choose a bird, frog or butterfly and write in their

the life cycle given as well as a diagram expressing how that animal goes through their life cycle. Students will use appropriate vocabulary in their diagram and writing. Things like egg, larva, pupa, tadpole or adult should be used. They will describe changes in the life cycle that animals go through from birth to adult.

English (3.3.1)

Formative

Diagram – Students will categorize life cycle by linking details and sequencing the events of the life cycle from birth to adult. The visual aspect will be represented I their posters. While students are presenting watch for the correct direction and sequencing of events

journals. They should include a diagram and a written explanation of the life cycle they choose.

presented. This will express the students understanding of life cycles.

Summative

Journal – With in the written explanation and diagram students will show categorizing of a life cycle by linking the details and sequences of events. Will be looking for proper stages and the order they are in and that student are able to link details in sequence.

Life Systems Grade 2 – Component 4 Healthy Living – 1 WeekOutcomes Instructional

StrategiesAssessment Curricular

ConnectionsResources

Science

2-1-01Use appropriate vocabulary related to their investigation of growth and

Activate – Ask the students what it means to be healthy and what can you do to be healthy. Record this information on a piece of chart paper, which can be posted

Science (2.1.1, 2.1.4, 2.1.5, 2.1.7)

Formative

Discussion - Students will use appropriate vocabulary. Words like

4.2.1 (English)Share own stories and creations with peers and respond to questions of comments; respond to own and others work and presentations using reestablish criteria

Food Cards

Canadian Food Guide

Healthy Eating-One day menu

Meal Drawing Diagram

changes in animals.

2-1-04Recognize that food is a form of energy and that healthy eating is essential for growth and development.

2-1-05Identify the four food groups of Canada’s Food Guide to Healthy Eating and give examples of food from each group.

2-1-07Recognize that foods humans eat come from plants and animals, and classify foods accordingly.

2-1-06Plan a menu for one day based on the four food groups outlined in Canada’s Food Guide to Healthy

after.

Now with a the person next to them have a quick discussion on what their bodies need to stay healthy and grow. They can share these ideas with the class.

Then as a class discuss the importance of food and what it does in our bodies. Things like producing energy, getting nutrition and growth should be discussed.

Acquire – Give each student a set of food cards. Have them cut out each item and put their initials on the back of each one. Then ask them in pairs or small groups to group the food items that go together. Once sorted ask students how they grouped them recording their answers. If food groups are stated ask what the food groups are and write them out. Discuss the four groups

Canadian Food Guide, food group names and balanced meal. They will show recognition of what food does for the body for example energy should be stated. They will identify the four food groups and food that fall in each as well as which food comes from animals or plants.

Food Card Sort – Students will show an understanding of the food groups as well as food that comes from animals and plants.

Summative

Meal Plan – Students will identify the four-food group and provide examples. They will recognize where the food came from (animal or plant) and why it is important to eat healthy and balanced meals.

K.5.2.A.1 (Health)Identify the daily habits and responsibilities for leading a physically active and healthy life

K.5.2.C.1a (Health)Differentiate between "everyday" and "sometime" foods in Canada's Food Guide to Healthy Eating

K.5.2.C.1b (Health)Identify the function of a variety of food groups for growth and development

K.5.2.C.2 (Health)Identify the need for daily food and fluid to support physical activity

S.5.2.A.3a (Health)Sort/classify a variety of foods into the food groups according to Canada's Food Guide to Healthy Eating

S.5.2.A.3b (Health)Choose foods for healthy breakfasts/ snacks based

Eating. and then have students go back and regroup their items into the four groups they have just learned. While they are doing this take the larger food cards and group them in to plants and animals then ask the students how they are grouped discussing how the items can be divided into these two groups. Have a discussion on how food comes from plants and animals.

Distribute a copy of the Canadian Food Guide. Ask questions to the class like what information is in the food guide? How does this help you decide what to eat each day? Why is important to have food from each food group. Where do thinks like chips, cake or candy fit? What categories do plants fall under? What about animals?

Apply – Give each student a hand out checklist

English (4.2.1)

Discussion- Students will share their own experiences and respond to questions, peer and self-work. Looking for past connections and responding to peer comments or work. Things that you need to look for are: Does the student

Consider work by re-reading and re-viewing, adding, changing?

Apply criteria to his/her own work and to others’ work?

Engage in the revision process?

Health (K.5.2.A.1, K.5.2.C.1a, K.5.2.C.1b, K.5.2.C.2, S.5.2.A.3a, S.5.2.A.3b)

on Canada's Food Guide to Healthy Eating

called Healthy Eating: One-Day Menu. Have them plan out a balanced meal plan for one day. They are to record what food groups each food item hits. You could have them fill on out for what they eat in a day prior to doing a healthy plan so they can see if there is a difference. While they are doing this it is important to have discussions about un-healthy habits and how they affect your body.Being able to get someone in to speak could be really great to help them understand the importance of healthy choices.Students will also draw out a balanced meal on a handout that is to be turned in with their meal plan. The drawing should be of one other their meal during the day that includes all food groups. The drawing must be labeled with what it is and where it fits in the

Formative

Discussion – Students will be lead in identify the body’s needs to be healthy and support activity. They will share daily habits and responsibilities that are important to healthy life. Things like energy, nutrition and health should be discussed.

Food Card Sort – Students will sort and classify food into the food groups as well as items that maybe “sometimes” food rather than “everyday” foods. Student will also group cards into food that comes from animals and that that comes from plants.

Summative

Meal Plan – Based off of criteria previously given students will identify the function of

food guide. Meal plan is to be turned in with drawing for assessment.

foods for their growth. They will choose foods for healthy meal based on the Canadian Food Guide identifying the four food groups in those meals. They drawing that accompanies will show understanding of all four food groups and food that falls in that category. In the plan and diagram look for understanding of food that falls under each food group as well as understanding what a balanced meal is since their drawing should include all four food groups.

Component 1 – Classification

Assessment

Science (2-1-01, 2-1.12)

Formative

Observation – During discussions and activities teacher will walk around while listening and watching for understanding on characteristics and classification. The use of appropriate vocabulary, like reptile, mammal, amphibian and insects, will be observed for use and understanding. This provides great opportunity for feedback or a chance to see what the students are grasping quickly and areas to be improved on. Example if they understanding mammals but not amphibians you may need to revisit this classification.

Similarity’s and difference Chart Students will turn in the chart once completed. The chart will provide opportunity to show the students understanding of characteristics of animals and the difference of different animals by the answers provided under each category, similar and differences.

Summative

Classification Chart – Students will turn in the completed chart. It will be assessed for understanding of classifications. Do the students show understanding of mammals, amphibians, reptiles, insects, fish and birds and the characteristics each fall under? As a class this will be discussed and filled out on the smart board so students can fill in any mistakes. This will also help to see if student are grasping where they made their mistakes and why and give you a chance to explain why they have that characteristic or don’t have.

Classifying Animals Handout – Students will show an understanding of the six areas of classification of animals by placing the right term out of the word bank under the appropriate animal picture. Making not of any student who needs little or a lot of assistance is important for assessment. If they do all on their own with no mistakes they have met the out come. With a little help they have approached it and with a lot of guidance they would fit with the needs improvement area.

English (2.1.1, 5.2.1, 5.2.2)

Formative

Observation – Watching for the students accessing prior knowledge, sharing personal experiences and making connections to the information. Does the student

take turns, give ideas, encourage other or work well in a variety of group settings. This will be assessed during discussions and group work like the poster board activity.

Checklist – Will be used during observation and discussion to help record and ensure each student is meeting out comes. Does the students access prior knowledge? Does the student express experiences through text? Students who lack checks at near report time may need to be individually assessed for accurate information since it can be hard in a large class to view every student when you are wanting to.

Summative

Group Self Evaluation – The students will show that they can work in collaborative partnerships and group structures by the use of a group self evaluation. It will provide questions for the student to answer These questions included how they used their time wisely, if they listened to other group members, did they encourage others, how well did they contribute ideas and opinions and did they share the work evenly are some example for evaluations questions for the students. See BLM – 36 attached.

Assessment

Science (2.1.8, 2.1.9, 2.1.10, 2.1.11, 2.1.13)

Formative

Observation – Students will show understanding of animals and their offspring’s similarity’s and differences of characteristics during the discussion. Listening for the use of weight, height and other characteristics that are constant and changing.

Matching Handout – Shows students understanding and recognition of animals and their offspring’s similar and different characteristics. Like size, fur and physical features of the animal will be expressed by their matching sheets answers.

Changes as the Grow Handout – Students will turn in the handout when completed. Students will show and understanding of growth in the particular animal. Watch for works like size, weight and physical characteristics that change as the animal grows.

Summative

Animal Research Web– The note page will show the child’s research on that animal and that they student was on task when researching. They will have each area identified from characteristics and classification to the care and protection of their offspring’s. Students will express how animals care for their offspring and the length of time from baby to adult as well as protection and care for the babies in a web format. Criteria to follow.

English (4.1.1)

Formative

Observation – After the discussion on expressing and generating ideas students will show contribution of ideas on the particular topic. They will give ideas of how, why and what the differences are between animals and their offspring’s.

Summative

Self-assessment – Students will tell how they generate and contribute ideas in class and how they feel they do in this area by completing the self-assessment. They do this by reading the statement and circling the happy face that best suits their answer. Example:I share my ideas.

I listen to others.I hear new ideas from others.One thing I could do to think of new ideas is.This is how I feel when I tell my ideas.

Research Web Criteria /10

Organization

Animal researched is written in the center. Writing is legible and in sentence

structure. Information is in the correct area on the

web.

/5

Research Information

Information relates well to the web area. Information is accurate. All areas on the web are filled in.

/5

Thinking of Ideas - Self Evaluation

Name: Date:

Circle the face that shows what you did.

I hared my ideas.

I listened to others’ ideas.

I heard new ideas form others.

One thing I could do to think of new ideas is..

This is how I feel sharing my ideas.

Component 3 – Life Cycle

Assessment

Science (2.1.1, 2.1.14, 2.1.15)

Formative

Summative

Journal – Having the student write in their journal will give an appropriate assessment of what they students have learned and will remember about life cycles. Students should include a paragraph on the life cycle given as well as a diagram expressing how that animal goes through their life cycle. Students will use appropriate vocabulary in their diagram and writing. Things like egg, larva, pupa, tadpole or adult should be used. They will describe changes in the life cycle that animals go through from birth to adult.

English (3.3.1)

Formative

Diagram – Students will categorize life cycle by linking details and sequencing the events of the life cycle from birth to adult. The visual aspect will be represented I their posters. While students are presenting watch for the correct direction and sequencing of events presented. This will express the students understanding of life cycles.

Summative

Journal – With in the written explanation and diagram students will show categorizing of a life cycle by linking the details and sequences of events. Will be looking for proper stages and the order they are in and that student are able to link details in sequence.

Diagrams – The visual representation of a life cycle presented will show students can describe change in animals as they go through the life cycle. This will be a good indication of understanding of life cycles. Student’s use of appropriate vocabulary will be present. Words like larva, pupa, and life cycle should be present as well as sequence order should be represented.

Component 4 – Healthy Living

Assessment

Science (2.1.1, 2.1.4, 2.1.5, 2.1.7)

Formative

Discussion - Students will use appropriate vocabulary. Words like Canadian Food Guide, food group names and balanced meal. They will show recognition of what food does for the body for example energy should be stated. They will identify the four food groups and food that fall in each as well as which food comes from animals or plants.

Food Card Sort – Students will show an understanding of the food groups as well as food that comes from animals and plants.

Summative

Meal Plan – Students will identify the meal and the food eaten during each meal. They will tell what food group it is in. Once complete students will show an understanding of the four food groups and what it looks like to eat a healthy diet each day. Watch for student’s understanding of servings and food groups. For example if they have 7 items listed as milk they may not be grasping the suggested serving intake for the day.

English (4.2.1)

Formative

Discussion- Students will share their own experiences and respond to questions, peer and self-work. Looking for past connections and responding to peer comments or work. Things that you need to look for are: Does the student

Consider work by re-reading and re-viewing, adding, changing? Apply criteria to his/her own work and to others’ work? Engage in the revision process?

Health (K.5.2.A.1, K.5.2.C.1a, K.5.2.C.1b, K.5.2.C.2, S.5.2.A.3a,

S.5.2.A.3b)

Formative

Summative

Meal Plan – Based off of criteria previously given students will identify the function of foods for their growth. They will choose foods for healthy meal based on the Canadian Food Guide identifying the four food groups in those meals. They drawing that accompanies will show understanding of all four food groups and food that falls in that category. In the plan and diagram look for understanding of food that falls under each food group as well as understanding what a balanced meal is since their drawing should include all four food groups.

Discussion – Students will be lead in identify the body’s needs to be healthy and support activity. They will share daily habits and responsibilities that are important to healthy life. Things like energy, nutrition and health should be discussed.

Food Card Sort – Students will sort and classify food into the food groups as well as items that maybe “sometimes” food rather than “everyday” foods. Student will also group cards into food that comes from animals and that that comes from plants.

Grade 2

Growth and Change in Animals

Theme: Life Systems

It is essential for students to understand the life cycle with the differences and similarities between animals and humans. This unit also focuses on healthy living, which is important for students to begin to understand to make healthy choices later in life. I focused this unit in the science area off the Big Question; what are similar and different characteristics of animals in their life cycle? Students will understand Physical traits, habitats and diets are part of categories animals have in their life cycles.

Health curriculum was also considered in this thematic unit. It is essential for grade 2 students to learn the food guide and how they can balance a meal of their own. I hope to engage them to make the healthiest choices possible in their life. I focused the Big Question in health by asking, what is needed for healthy living? Students will understand The Canadian Food Guide has four balanced food groups and what those foods do for a health body.

English is another critical part to this unit. It is focused on the individual and collaborative skills of the students. It is important for them work with other student in inquiry but also individually. The Big Question being asked is; what individual and collaborative efforts are needed to discover the characteristics of animals and their life cycles? Students will understand that individual efforts like making connections, categorizing information and generate ideas in discovering, processing and communicating thoughts, ideas, and experiences. They will also understand the skill of collaborative efforts in sharing ideas, responding to work and contributing related ideas in areas for discovering, processing and communicating ideas or information.

This thematic unit focuses on grade 2 level of learners.

Three areas of curriculum focus are: Science, English and Health.

The expected time frame is 5 weeks.

Resources

Canada Health. Eating well with Canada’s food guide. Ottawa, Ontario. Health Canada Publications

"Find Lesson Plans for Your SMART Board and Connect with Teachers." Lesson Plans and Resources for Your SMART Board. N.p., n.d. Web. 11 Dec. 2012.

Kalman, Bobbie. The life cycle of a butterfly. New York, New York: Crabtree Publishing Company

Knox, Barbra. Animal Babies ABC: An Alphabet Book of Animals. (2003). Minneapolis, MN. Capstone PR Inc.

Lawson, Jennifer. Hands-on science level two. Winnipeg, Manitoba. Peguis Publishers.

Makemegenius. "Life Cycle Video for Kids." YouTube. YouTube, n.d. Web. 11 Dec. 2012.

Salas, Laura. Many Creatures: A Song About Animal Classification. Bloomington, MN. Picture Window Books.