A Model Unit for Grade 2: Canadian Communities
The Canadian Community, Growth and Changes in Animals
Jennifer Katz
Tools for InsTrUCTIon And reAdInG AssessMenT
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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
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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
aO
ur L
ocal
Com
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
ur e
cosy
stem
, and
a h
ealth
y lif
esty
le
lead
s to
a h
ealth
y lif
e cy
cle.
Cyc
les
repe
at, w
hich
mak
es th
em a
nat
ural
fit
with
pat
tern
s in
mat
hem
atic
s.
Imm
igra
tion,
map
ping
, and
the
prod
uctio
n of
nat
ural
reso
urce
s an
d m
ovem
ent o
f th
em fi
t with
pos
ition
and
mot
ion
on a
tra
nspo
rtatio
n th
eme.
As
wel
l, di
vers
ity
play
s a
role
in b
oth
the
natu
ral r
esou
rces
an
d co
mm
uniti
es, a
nd in
how
thin
gs m
ove.
M
ovem
ent i
n PE
and
sha
pe a
nd s
pace
are
a
perfe
ct fi
t with
pos
ition
and
mot
ion.
Solid
s, li
quid
s, g
ases
and
air
and
wat
er
are
a na
tura
l fit.
They
inte
grat
e w
ith o
ur
loca
l com
mun
ity b
y lo
okin
g at
nat
ural
re
sour
ces
and
the
envi
ronm
ent,
as w
ell
as h
ow c
ultu
res
have
diff
ered
in th
eir
rela
tions
hip
to th
e en
viro
nmen
t. Fi
tnes
s ha
s to
do
with
bre
athi
ng (c
ardi
o) a
nd w
ater
(h
ydra
tion)
, and
ther
e ar
e ac
tiviti
es th
at
invo
lve
land
, wat
er, a
nd a
ir.
SOCI
AL
STU
DIE
STh
e Ca
nadi
an C
omm
unity
Com
mun
ities
in C
anad
aO
ur L
ocal
Com
mun
ity
Skill
s, K
now
ledg
e, V
alue
s –
App
licat
ions
all
year
SCIE
nCE
Gro
wth
and
Cha
nges
in A
nim
als
Posi
tion
and
Mot
ion
Solid
s, L
iqui
ds, G
ases
/Air
and
Wat
er
Skill
s, K
now
ledg
e, V
alue
s –
App
licat
ions
all
year
MAT
hEM
ATIC
SPa
ttern
sSh
ape
and
Spac
eSt
atis
tics
Num
ber c
once
pts
and
num
eric
al o
pera
tions
all
year
PhYS
ICA
L A
nD
h
EALT
h E
DU
CATI
On
Safe
ty/H
ealth
y Lif
esty
leM
ovem
ent
Fitn
ess
Man
agem
ent
Pers
onal
and
soc
ial m
anag
emen
t all
year
LAn
GU
AG
E A
RTS
ACT
IvIT
IES
Inte
grat
ed a
ll ye
ar
FIn
E A
RTS
ACT
IvIT
IES
Inte
grat
ed a
ll ye
ar
Plan
for
Scho
ol Y
ear
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Grade 2: Canadian Communities 5
© Portage & Main Press, 2013, A Model Unit for Grade 2: Canadian Communities, ISBN: 978-1-55379-401-1
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
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Grade 2: Canadian Communities 17
© Portage & Main Press, 2013, A Model Unit for Grade 2: Canadian Communities, ISBN: 978-1-55379-401-1
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
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LOG
ICA
L- M
ATH
EMAT
ICA
L
© Portage & Main Press, 2013, A Model Unit for Grade 2: Canadian Communities, ISBN: 978-1-55379-401-1
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
.
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© Portage & Main Press, 2013, A Model Unit for Grade 2: Canadian Communities, ISBN: 978-1-55379-401-1
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.
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