Академический Документы
Профессиональный Документы
Культура Документы
Grade 2 September October November December January February March April May June
Non Christmas Break Christmas Break Spring Break:
Instructional 17- 31 1-2 10-17
Events
CNY: Jan.25-Feb.
5
Important Dates 24-28: 7-10: Student 16- Noon Dismissal 9: Last 22: Pink Shirt Day 28-31: Student
Multicultural Success Meetings for Winter Break Assessment day Success
Week (3:30-5:30 p.m.) for RC1/ Marks Conferences
entered by 8am
FIELD TRIP and 28 – PE Field Trip 27 – Disneyland. Science Fair *Discovering Food Fair
In Class Events Build a Magnetic Canada by Boat *instructional
Toy Travel Brochure writing (recipes)
/ Design & Build *SS: Culture &
a boat Traditions
* Field trip – Hong
Kong History
Museum
*yet to be confirmed.
Learning Activities - Water cycle triorama - Build a thermos - Classroom Science - Discovering Canada by boat - Bug report
- Various related Experiments from EPSB guide *keep the ice cube from melting. fair - Build a boat that floats. - What is an insect?
- Comparison of temperatures - Uses of magnets - Explain & present project - Make your own insect.
(HK, 3 Communities) - Building a Magnetic - Tech link: Design and print a boat - Research an insect - create a
- We are particles dance Toy. - 3D boats Web Poster
- States of matter Song - Various related - Various related Experiments from - Various related Activities from
- Various related Experiments from EPSB Experiments from EPSB guide EPSB guide
guide EPSB guide
Assessments - Activities/Experiments, Quizzes, Work samples (Projects), Participation in experiments both individually &with partners/groups, SAM (Science Assessment Manual) Activities
SOCIAL STUDIES
Timing of September - November - December (7 weeks) January – February (7 weeks) March (4 weeks) April - June (8 weeks)
Delivery November (9 weeks)
UNITS Looking At: People Places & Work Looking At: People Places & Work Looking At: People Places & Work Looking At: People Places & Work Looking at You
(How My Community
Started)
Specific Introduction to Canada & the Cimate & Geography of the 3 Inuit Community Prairie Community Comparison of all 3 Specific Outcomes
Places. Iqaluit Saskatoon communities Values and Attitudes Students will:
Outcomes - compare all 3
Students will: Students will: 2.2.1 appreciate how stories of the past connect
2.1.1 appreciate the physical and human geography of the Students will: 2.1.1 appreciate the physical and human communities individuals and communities to the present (C, I,
communities studied 2.1.1 appreciate the physical and human geography of the communities studied studied in terms
TCC)
Acadian geography of the communities studied Students will: of: economics,
resources, 2.2.2 appreciate how Aboriginal and Francophone
Meteghan Students will: 2.1.2 investigate the physical geography of an
language, peoples have influenced the development of the
Students will: 2.1.2 investigate the physical geography of an Inuit community in Canada.
2.1.2 investigate the physical geography of an Acadian Inuit community in Canada. 2.1.3 investigate the cultural and linguistic heritage etc. student’s community (C, CC, I)
community in Canada. 2.1.3 investigate the cultural and linguistic characteristics of an Inuit community in (GO2.1) 2.2.3 appreciate the importance of collaboration
2.1.3 investigate the cultural and linguistic characteristics of an characteristics of an Inuit community in Canada. and living in harmony (C, PADM)
Acadian community in Canada. Canada. 2.1.4 investigate the economic characteristics 2.2.4 appreciate how connections to a community
2.1.4 investigate the economic characteristics of communities in 2.1.4 investigate the economic characteristics of communities in Canada. contribute to one’s identity (I)
Canada. of communities in Canada. 2.2.5 appreciate how cultural and linguistic
exchanges connect one community to another (CC)
Knowledge and Understanding Students will:
2.2.6 analyze how the community being studied
emerged.
2.2.7 examine how the community being studied
has changed.
Learning - What makes up a Where’s Meteghan Build an Inukshuk Traditions pocket - Triple Venn
Activities
community Climate & Geography Where’s Meteghan Saskatchewan through a window diagram - Field Trip: HK MUSEUM - HK HISTORY
- Our community Daily Life ticket map Discussions about Climate & Geography Let’s learn Ukrainian - Compare and - Food Fair (culture & traditions) – recipie
- Maps What to do there: look at Daily Life – compare school life there to here – Early days flipbook contrast the cards* store bought food?*
- describe own community’s different geographical Venn diagram If I worked in Saskatchewan… climate, life,
geographical/special features What to do there: look at different Spinner Review activity resources and
- Research a community contributor
features of own Traditions: dance, music, geographical features Flag activity – what are the flags jobs in each
community language, celebrations – flip Traditions – create a file book Ukranian eggs (Drawing/Paper Mache) community
- Play Game: Whose Life Is flap Food Research a recipe
it Anyways? Food Tourism
Tourism Natural resources circle map
- Dress for the Weather Natural resources circle map Goods chart
Game Goods chart Jobs ( Build a Lobster trap)
Jobs ( Build a Lobster trap) Journal entries about community contributors
Retell an inuit legend
Resources • Student Textbooks (Our World, Nelson), Many Voices Grade 2 (Pearson) Teacher’s Guide, Big Books, Websites (2learn.ca), Online videos (TVO kids), Virtual tours (e.g. Fort Edmonton) Field Trip
MATH
Timing of Delivery September – October (6 October – November (5 weeks) December January-February (6 weeks) February- March March - April (5 May-June 6
weeks) (5 weeks) (5 weeks) weeks) Weeks
General Outcome/ Patterns & Relations Developing Number Sense Developing Number Sense Developing Number Sense Shape & Space Shape & Space Statistics &
-Use patterns to describe the Use direct and indirect Describe the Probability
Strand world and to solve problems measurement to solve problems. characteristics of 3-D Collect, display and
-Represent algebraic expressions objects and 2-D shapes, analyze data to
in multiple ways and analyze the solve problems.
relationships among them.
Specific Outcomes 1. Demonstrate an understanding of 1. Say the number sequence 0 to 100 by: 8. Demonstrate and explain 9. Demonstrate an understanding of 1. Relate the number of days to a 6. Sort 2-D shapes and 3-D 1. Gather and record
repeating patterns (three to five elements) • 2s, 5s and 10s, forward and the effect of adding zero to, addition (limited to 1- and 2-digit week and the number of months to a objects, using two attributes, data about self and
by: backward, using starting points that are or subtracting zero from, numerals) with answers to 100 and year in a problem-solving context. [C, and explain the sorting rule. others to answer
•describing multiples of 2, 5 and 10 respectively any number. [C, R] the corresponding subtraction by: CN, PS, R] [C, CN, R, V] questions. [C, CN, PS,
•extending • 10s, using starting points from 1 to 10. Apply mental • using personal strategies for 2. Relate the size of a unit of measure 7. Describe, compare and V] [ICT: C4–1.3, C7–
•comparing 9 mathematics strategies, adding and subtracting with and to the number of units (limited to construct 3-D objects, 1.1]
•creating patterns using manipulatives, • 2s, starting from 1. [C, CN, ME, R] such as: without the support of manipulatives nonstandard units) used to measure including: 2. Construct and
diagrams, sounds and actions. [C, CN, PS, 2. Demonstrate if a number (up to 100) is • using doubles • creating and solving length and mass (weight). [C, CN, ME, • cubes interpret concrete
R, V] even or odd. [C, CN, PS, R] • making 10 problems that involve addition and R, V] • spheres graphs and
2. Demonstrate an understanding of 3. Describe order or relative position, using • one more, one less subtraction 3. Compare and order objects by • cones pictographs to solve
increasing patterns by: ordinal numbers (up to tenth). [C, CN, R] • two more, two less • using the commutative property of length, height, distance around and • cylinders problems. [C, CN, PS,
•describing 4. Represent and describe numbers to 100, •building on a known double addition (the order in which numbers mass (weight), using nonstandard • pyramids. [C, CN, R, R, V] [ICT: C7–1.3]
• reproducing concretely, pictorially and symbolically. [C, •thinking addition for are added does not affect the sum) units, and make statements of V]
•extending CN, V] subtraction for basic •using the associative property of comparison. [C, CN, ME, R, V] 8. Describe, compare and
•creating numerical (numbers to 100) and 5. Compare and order numbers up to 100. addition facts and related addition (grouping a set of numbers in 4. Measure length to the nearest construct 2-D shapes,
non-numerical patterns using [C, CN, ME, R, V] subtraction facts to 18. [C, different ways does not affect the nonstandard unit by: including:
manipulatives, diagrams, sounds and 6. Estimate quantities to 100, using CN, ME, PS, R, V] sum) •using multiple copies of a unit • triangles
actions. [C, CN, PS, R, V] referents. [C, ME, PS, R] •explaining that the order in which •using a single copy of a unit • squares
3. Sort a set of objects, using two 7. Illustrate, concretely and pictorially, the numbers are subtracted may affect (iteration process). [C, ME, R, V] • rectangles
attributes, and explain the sorting rule. meaning of place value for numerals to the difference. [C, CN, ME, PS, R, V] 5. Demonstrate that changing the • circles. [C, CN, R, V]
[C, CN, R, V] 100. [C, CN, R, V] orientation of an object does not alter 9. Identify 2-D shapes as
4. Demonstrate and explain the meaning of the measurements of its attributes. parts of 3-D objects in the
equality and inequality, concretely and [C, R, V] environment. [C, CN, R, V]
pictorially. [C, CN, R, V]
5. Record equalities and inequalities
symbolically, using the equal symbol or the
not equal symbol. [C, CN, R, V]
Learning Activities Handouts, Make Makes Sense work book, centers, songs, manipulatives, board games, Mathletics, online review games
Assessment observations- anecdotal notes, completion of activities, classroom participation, math journal, quizzes, rubrics, small group tasks, conferences, reflections, self- assessments, performance
based assessment tasks
Resources Math Makes Sense Teacher’s Guide & Student Workbook, NCTM Illumination Classroom Discussion, Open Strategy Sharing, Literature with math connections, Mathletics, Online Resources
Dates ART Outcomes Performance Resources
Unit/
Concept
Assessment(s)
Drawing & REFLECTION Art projects
Septembe Elements of Component 1 - ANALYSIS: Students will notice commonalities within classes of natural objects or forms. Visual Journals
r art Concepts
A. Natural forms have common physical attributes according to the class in which they belong.
Rubric – teacher
assessment
DEPICTION Self-assessments
Component 4 MAIN FORMS AND PROPORTIONS: Students will learn the shapes of things as well as develop decorative styles.
Drawing & Concepts Art projects Activities/Resources
October Elements of A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular. Visual Journals
Art B. Shapes can be depicted as organic or geometric.
C. Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching. Rubric – teacher Grade 2 – art blogs/
Seasonal assessment online education
projects D. Animals and plants can be represented in terms of their proportions
COMPOSITION Self-assessments sites. (ArtinEd)
Liney Dots
Component 7 EMPHASIS: Students will create emphasis based on personal choices.
Sketching
Concepts
Crazy Hair A. An active, interesting part of a theme can become the main part of a composition.
Fall trees B. The main part of a composition can be treated thoroughly before adding related parts
Colour Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: E. People
wheel Concepts A. Drawing
Ice creams . • Use drawing tools to make a variety of lines—curved, straight, thick, thin, broken, and continuous.
Haunted • Use drawing tools to make a variety of shapes—open, closed forms; straight, curved forms; geometric (rectangles, squares, circles and triangles) and free form.
Houses • Make drawings from direct observation.
Mini B. Painting
Monsters • Learn simple brush skills: holding and unloading the brush, applying paint, cleaning the brush
Pumpkin . • Experiment with the medium to explore its possibilities.
• Work primarily with tempera paint or tempera paint with additives, using large brushes to paint.
Sculptures
• Mix primary colours and lighten and darken colours.
Component 6 QUALITIES AND DETAILS: Students will represent surface qualities of objects and forms.
Concepts C. Primary colours can be mixed to produce new hues.
D. Colour can be lightened to make tints or darkened to make shades. These tints or shades are also referred to as tone or value.
D. Sculpture • Make two- and three-dimensional assemblages from found materials. • Learn the care and handling of clay, and explore the modelling possibilities. •
Use simple clay modelling techniques of rolling, pinching, adding, pressing, making coils, texturing. • Create three-dimensional forms, using paper sculpture
techniques of folding, scoring, cutting, curling, weaving, rolling, twisting, joining. • Cast plaster of Paris relief sculptures in sand moulds.
January Print Making Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: A. Plants & Animals, B. Environment & Places Art projects Grade 2 – art blogs/
Symbols C. Print Making • Use frottage (texture rubbings). • Make lifts or transfers, using wax crayon or fabric crayon. • Explore the use of print-making materials and the Visual Journals online education
Personal application of paint, using brushes and rollers (brayers). • Explore found object printing and the making of pattern through stamping. • Use print-making images in Rubric – teacher sites. (ArtinEd)
Canadian making pictures or compositions. assessment That artist woman –
Nature Self-assessments blog
Seasonal Art
February Fabric Arts E. Fabric Arts • Decorate fabric, using print-making techniques of relief printing, stamping, stencilling. • Use collage techniques for picture making with fabric. • Art projects Grade 2 – art blogs/
Culture Learn the basics of thread and needle manipulation, and use simple stitchery (running stitch and blanket stitch) for decoration and picture making. • Use a simple, Visual Journals online education
Banner/ handmade loom to weave plain or tabby pattern. • Braid wool or cloth strips to be used as enhancements. • Tie-dye using one colour of dye. • Use simple batik or Rubric – teacher sites. (ArtinEd)
Small resist dyeing using a safe resist such assessment That artist woman –
Animal Self-assessments blog
Puppets
March Sculpture Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: A. Plants & Animals, B. Environment & Places, Art projects Grade 2 – art blogs/
(Inuksuk) D. Manufacted or Human Made things E. People Visual Journals online education
Picasso D. Sculpture • Make two- and three-dimensional assemblages from found materials. • Learn the care and handling of clay, and explore the modelling possibilities. • Rubric – teacher sites. (ArtinEd)
Portrait Use simple clay modelling techniques of rolling, pinching, adding, pressing, making coils, texturing. • Create three-dimensional forms, using paper sculpture assessment That artist woman –
Masks techniques of folding, scoring, cutting, curling, weaving, rolling, twisting, joining. • Cast plaster of Paris relief sculptures in sand moulds. Self-assessments blog
April Photography F. Photography and Technographic Arts • Take advantage of the visual art implications of any available technological device, and explore the Art projects Grade 2 – art blogs/
& potential of emerging technologies. Included at this level: − simple camera for documentation and sequencing of events − overhead projector for Visual Journals online education
Technograph experimenting with shapes, colours, compositions and the relating of a story using cutout shapes, real objects or drawings on acetate rolls − Rubric – teacher sites. (ArtinEd)
ic Arts computer software packages and devices, such as the light pen and the mouse, to explore, design and compose − copying devices for recording assessment That artist woman –
* Daily Life images and textures − slides: handmade using ink, crayon, acrylic paint or felt pen for exploring line and shape − emerging technologies, as available Self-assessments blog
Photographi
c Journal and applicable. • Employ technological media techniques, practices and capabilities to promote art
- Blackout
poetry
- acrostic
poem book
May Painting & Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: A. Plants & Animals, B. Environment & Places Art projects Grade 2 – art blogs/
Drawing Concepts A. Drawing Visual Journals online education
- Artist . • Use drawing tools to make a variety of lines—curved, straight, thick, thin, broken, and continuous. Rubric – teacher sites. (ArtinEd)
Mashup • Use drawing tools to make a variety of shapes—open, closed forms; straight, curved forms; geometric (rectangles, squares, circles and triangles) and free form. assessment That artist woman –
(Pastels) • Make drawings from direct observation. Self-assessments blog
Landscape B. Painting • Learn simple brush skills: holding and unloading the brush, applying paint, cleaning the brush. • Experiment with the medium to explore its
Inchies possibilities. • Work primarily with tempera paint or tempera paint with additives, using large brushes to paint. • Mix primary colours and lighten and darken
Surreal colours. • Paint using experimental methods, including without a brush. • Paint directly without preliminary sketching. • Use paint in combination with other media
Skylines and techniques. • Make small group and/or large group murals
(Canadian
Landmark/
Scenery/
Mural)
June Sculpture & Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: A. Plants & Animals, B. Environment & Places Art projects Grade 2 – art blogs/
Drawing Concepts A. Drawing Visual Journals online education
. • Use drawing tools to make a variety of lines—curved, straight, thick, thin, broken, and continuous. Rubric – teacher sites. (ArtinEd)
Animal Life • Use drawing tools to make a variety of shapes—open, closed forms; straight, curved forms; geometric (rectangles, squares, circles and triangles) and free form. assessment That artist woman –
Cycles • Make drawings from direct observation. Self-assessments blog
D. Sculpture • Make two- and three-dimensional assemblages from found materials. • Learn the care and handling of clay, and explore the modelling possibilities. •
Life Cycles Use simple clay modelling techniques of rolling, pinching, adding, pressing, making coils, texturing. • Create three-dimensional forms, using paper sculpture
techniques of folding, scoring, cutting, curling, weaving, rolling, twisting, joining. • Cast plaster of Paris relief sculptures in sand moulds.