A Model Unit for Grade 2: Canadian Communities

Transcription

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

2 2013 by Jennifer Katz Pages of this publication designated as reproducible with the following icon ( ) may be reproduced under licence from Access Copyright. All other pages may only be reproduced with the express written permission of Portage & Main Press, or as permitted by law. All rights are otherwise reserved and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical photocopying, scanning, recording or otherwise, except as specifically authorized. Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Culture, Heritage, Tourism & Sport and the Manitoba Book Publishing Tax Credit, and the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. Print format ISBN: PDF format ISBN: Printed and bound in Canada by Prolific Group Cover and interior design by Relish New Brand Experience Inc. Illustrations by Jess Dixon, Pam Dixon McDermot Avenue Winnipeg, MB, Canada R3A 0A2 Tel: Toll free: Toll-free fax: books@portageandmainpress.com Cert no. SW-COC

3 Contents Plan for the School Year Introduction to Model Unit Theme: Canadian Communities Instructional Planner/Timeline Suggested Materials for Unit Lessons and Activities Other Recommended Resources Plan for Integrating Social Studies and Science Plan for English Language Arts... 9 Plan for Mathematics Mathematics Inquiry...10 Assessment Rubric for Social Studies Assessment Rubric for Science Assessment Rubric for Mathematics Preparations for MI Activities and Work Centres Introductory Work with Students Brainstorming Activity Ideas for MI Centres Activity Cards for MI Work Centres

4 4 Grade 2: Canadian Communities Plan for School Year Grade 2 School Year September to December Term/Unit One January to March Term/Unit Two April to June Term/Unit Three Themes chosen to integrate disciplines Canadian Communities Coming to Canada Our Local Community s Resources Rationale and Connections Canadian communities include animal communities, as we are interdependent with our ecosystem, and a healthy lifestyle leads to a healthy life cycle. Cycles repeat, which makes them a natural fit with patterns in mathematics. Immigration, mapping, and the production of natural resources and movement of them fit with position and motion on a transportation theme. As well, diversity plays a role in both the natural resources and communities, and in how things move. Movement in PE and shape and space are a perfect fit with position and motion. Solids, liquids, gases and air and water are a natural fit. They integrate with our local community by looking at natural resources and the environment, as well as how cultures have differed in their relationship to the environment. Fitness has to do with breathing (cardio) and water (hydration), and there are activities that involve land, water, and air. Social Studies The Canadian Community Communities in Canada Our Local Community Skills, Knowledge, Values Applications all year Science Growth and Changes in Animals Position and Motion Solids, Liquids, Gases/Air and Water Skills, Knowledge, Values Applications all year Mathematics Patterns Shape and Space Statistics Number concepts and numerical operations all year Physical and health Education Safety/Healthy Lifestyle Movement Fitness Management Personal and social management all year Language Arts Activities Integrated all year Fine Arts Activities Integrated all year

5 Grade 2: Canadian Communities 5 Introduction to Model Unit The 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 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, higherorder 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. TtD: pp 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.

6 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

7 Logical- Mathematical Aboriginal Design Aboriginal peoples liked to use patterns in their art. They created special shapes, styles, and colours to use in their art. They used their art to tell stories about their lives. It showed how they lived and what they learned. Look at the art shown in the pictures at this centre. Use the materials at this centre to create a patterned piece of art that looks similar to Aboriginal peoples art.

8 intrapersonal Cultures and Me Think about all the things you use, eat, and do in your life. Where are they from? Who created them? Make a collage of things you use, things you eat, games you play, and clothes you wear that come from other cultures and countries.