expectations for grade 2 - durham district school · pdf fileguide the ontario curriculum...

Parents’ Guide

The OntarioCurriculum

Expectationsfor Grade 2

2GRADE

Durham DistrictSchool Board

These curriculum expectationshave been taken directly from the

as of , published by theMinistry of Education. Theexpectations are separated bygrade to offer parents easy accessto this information.

The achievement charts identifyfour categories of knowledge andskills. The achievement chart is astandard province-wide guide to beused by teachers to guide thedevelopment of assessment tasksand tools, help teachers to planinstruction and assist in providingmeaningful feedback to students.Level 3 is the provincial standard.

Ontario Curriculum, Grades 1-8;

June 2010

Dear Parents and Guardians:

At the Durham District School Board we believe that parents andguardians are partners in learning and we value involvement inyour children’s education. To support you, and in turn ourstudents, we have prepared this clear and concise version of thecurriculum expectations. This publication offers you a completeguide to the new Ontario Curriculum’s learning expectations forGrade One.

The curriculum implemented in Durham District School Boardschools includes general and specific expectations of knowledge andskills required of students in Grade One through to Grade Eight.There are eight separate publications, covering the expectations foreach grade. By being familiar with the curriculum expectations, youcan see what your child is learning in each grade and work withteachers to improve your child’s academic success.

We also welcome you in our schools and encourage you toparticipate in parent-teacher conferences and school events, and tobe active on school councils. Most of all, we urge you to provideyour children with encouragement and support to be successful inschool.

It is our hope that you will find the grade-by-grade curriculumguides helpful. Parents can also find further information on theBoard's Website, www.durham.edu.on.ca in the "Parents"menu.

If you have questions or if you would like to discuss the curriculumexpectations, we encourage you to contact your child's teacher or theschool principal. Together, we can work in cooperation to ensurestudent success.

Sincerely,

Martyn BeckettDirector of Education

Getting Involved

Read a variety of materials with your child:poems, recipes, stories, magazines, etc.

Support your child’s spelling attempts andpraise their willingness to try.

1

Oral Communication:Grade 2

The Importance of Literacyand Language

Language development is central to students’ intellectual, social,

and emotional growth, and must be seen as a key element of the

curriculum. When students learn to use language in the

elementary grades, they do more than master the basic skills.

They learn to value the power of language and to use it

responsibly. They learn to express feelings and opinions and, as

they mature, to support their opinions with sound arguments and

research. They become aware of the many purposes for which

language is used and the diverse forms it can take to appropriately

serve particular purposes and audiences.

They develop an awareness of how language is used in different

formal and informal situations. In sum, they come to appreciate

language both as an important medium for communicating ideas

and information and as a source of enjoyment.

The expectations for Grades 1 to 3 focus on the foundational

knowledge and skills that students need in order to establish a

strong basis for language development. These include students’

oral language, prior knowledge and experience, understanding of

concepts about print, phonemic awareness, understanding of

letter-sound relationships, vocabulary knowledge, semantic and

syntactic awareness, higher order thinking skills, and capacity for

metacognition.

Overall ExpectationsBy the end of Grade 2, students will:

listen in order to understand andrespond appropriately in a varietyof situations for a variety ofpurposes

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Specific ExpectationsBy the end of Grade 2, students will:

Listen to Understand

Purpose

Active Listening Strategies

Comprehension Strategies

Demonstrating Understanding

Making Inferences/Interpreting Texts

Extending Understanding

Analysing Texts

Point of View

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identify purposes for listening in avariety of situations, formal andinformal, and set personal goals forlistening, initially with support anddirection

demonstrate an understanding ofappropriate listening behaviour byusing active listening strategies in avariety of situations

identify several listeningcomprehension strategies and use thembefore, during, and after listening inorder to understand and clarify themeaning of oral texts

demonstrate an understanding of theinformation and ideas in oral texts byretelling the story or restating theinformation, including the main ideaand several interesting details

use stated and implied information andideas in oral texts to make simpleinferences and reasonable predictions,and support the inferences withevidence from the text

extend understanding of oral texts byconnecting the ideas in them to theirown knowledge and experience; toother familiar texts, including printand visual texts; and to the worldaround them

identify words or phrases that indicatewhether an oral text is fact or opinion,initially with support and direction

identify, initially with support anddirection, who is speaking in an oraltext, and demonstrate an understandingthat the speaker has his or her own

Overall Expectations

Specific Expectations

By the end of Grade 2, students will:

reflect on and identify theirstrengths as listeners and speakers,areas for improvement, and thestrategies they found most helpfulin oral communication situations


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Reflect on Oral CommunicationSkills and Strategies

Metacognition

Interconnected Skills

identify, initially with support anddirection, a few strategies they foundhelpful before, during, and afterlistening and speaking

identify, initially with support anddirection, how their skills as viewers,representers, readers, and writers helpthem improve their oralcommunication skills


read and demonstrate anunderstanding of a variety ofliterary, graphic, and informationaltexts, using a range of strategies toconstruct meaning

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Read for Meaning

Variety of Texts

Demonstrating Understanding

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read some different literary texts,graphic texts

, andinformational texts

identify several different purposes forreading and choose reading materialsappropriate for those purposes

identify several reading comprehensionstrategies and use them before, during,and after reading to understand texts

(e.g., simple maps,charts, diagrams, graphs)

(e.g., non-fictionbooks about topics of personalinterest, electronic texts, primarydictionaries)

Purpose

Comprehension Strategies

demonstrate understanding of a text byretelling the story or restatinginformation from the text, with theinclusion of a few interesting details


recognize a variety of text forms,text features, and stylistic elementsand demonstrate understanding ofhow they help communicatemeaning

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Understand Form and Style

Text Forms

(e.g., plot, characters, setting),

Text Patterns

Text Features

Elements of Style

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identify and describe the characteristicsof a few simple text forms, with afocus on literary texts such as a fairytalegraphic texts such as a primarydictionary and informational textssuch as a “How to” book

recognize simple organizationalpatterns in texts of different types, andexplain, initially with support anddirection, how the patterns help readersunderstand the texts

identify some text features and explainhow they help readers understand texts

identify some simple elements of style,including voice, word choice, anddifferent types of sentences, andexplain how they help readersunderstand texts

Reading: Grade 2

Making Inferences/Interpreting Texts

Extending Understanding

Analysing Texts

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use stated and implied information andideas in texts to make simpleinferences and reasonable predictionsabout them

extend understanding of texts byconnecting the ideas in them to theirown knowledge and experience, toother familiar texts, and to the worldaround them

identify the main idea and someadditional elements of texts

Responding to and Evaluating Texts

Point of View

express personal thoughts and feelingsabout what has been read

identify, initially with support anddirection, the speaker and the point ofview presented in a text and suggestone or two possible alternativeperspectives

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Presentation Strategies�

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identify some of the presentationstrategies use in oral texts and explainhow they influence the audience


use speaking skills and strategiesappropriately to communicate withdifferent audiences for a variety ofpurposes

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Speak to Communicate

Purpose

Interactive Strategies

Clarity and Coherence

Appropriate Language

Vocal Skills and Strategies

Non-Verbal Cues

Visual Aids(e.g.,

photographs, artefacts, a story map)

identify a variety of purposes forspeaking

demonstrate an understanding ofappropriate speaking behaviour in avariety of situations, including pairedsharing and small- and large-groupdiscussions

communicate ideas, opinions, andinformation orally in a clear, coherentmanner using simple but appropriateorganizational patterns

choose a variety of appropriate wordsand phrases to communicate theirmeaning accurately and engage theinterest of their audience

identify some vocal effects, includingtone, pace, pitch, and volume, and usethem appropriately, and with sensitivitytowards cultural differences, to helpcommunicate their meaning

identify some non-verbal cues,including facial expression, gestures,and eye contact, and use them in oralcommunications, appropriately andwith sensitivity towards culturaldifferences, to help convey theirmeaning

use a few different visual aids,to

support or enhance oral presentations



By the end of Grade 2, students will

use knowledge of words andcueing systems to read fluently


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Read with Fluency

Reading Familiar Wordsautomatically read and understandmany high-frequency words, somewords with common spelling patterns,and words of personal interest orsignificance, in a variety of readingcontexts

Reading Unfamiliar Words

Reading Fluently

predict the meaning of and quicklysolve unfamiliar words using differenttypes of cues, including:

semantic (meaning) cuessyntactic (language structure) cuesgraphophonic (phonological andgraphic) cues

read appropriate texts at a sufficientrate and with sufficient expression toconvey the sense of the text to thereader and to an audience

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reflect on and identify theirstrengths as readers, areas forimprovement, and the strategiesthey found most helpful before,during, and after reading

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Reflect on Reading Skills andStrategies

Metacognition


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identify, initially with support anddirection, a few strategies that theyfound helpful before, during, and afterreading

explain, initially with support anddirection, how their skills in listening,speaking, writing, viewing, andrepresenting help them make sense ofwhat they read

Word Choice

Sentence Fluency

Point of View

Preparing for Revision

Revision

Producing Drafts

Spelling Familiar Words

Spelling Unfamiliar Words

Vocabulary

Punctuation

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use familiar words and phrases tocommunicate relevant details

use a variety of sentence types

identify, initially with support anddirection, their point of view and oneor more possible different points ofview about the topic

identify elements of their writing thatneed improvement, using feedbackfrom the teacher and peers, with afocus on content and word choice

make simple revisions to improve thecontent, clarity, and interest of theirwritten work, using several types ofstrategies

produce revised, draft pieces of writingto meet criteria identified by theteacher, based on the expectations

spell many high-frequency wordscorrectly

spell unfamiliar words using a varietyof strategies that involve understandingsound-symbol relationships, wordstructures, word meanings, andgeneralizations about spelling

confirm spellings and word meaningsor word choice using a few differenttypes of resources

use punctuation to help communicatetheir intended meaning, with a focus onthe use of: question marks, periods, orexclamation marks at the end of asentence; commas to mark pauses; andsome uses of quotation marks




use editing, proofreading, andpublishing skills and strategies, andknowledge of languageconventions, to correct errors,refine expression, and present theirwork effectively


Apply Knowledge of LanguageConventions and Present WrittenWork Effectively

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generate, gather, and organize ideasand information to write for anintended purpose and audience

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Develop and Organize Content

Purpose and Audience

Developing Ideas

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identify the topic, purpose, audience,and form for writing

generate ideas about a potential topic,using a variety of strategies andresources

Research

Classifying Ideas

Organizing Ideas

Review

gather information to support ideas forwriting in a variety of ways and/orfrom a variety of sources

sort ideas and information for theirwriting in a variety of ways, withsupport and direction

identify and order main ideas andsupporting details, using graphicorganizers and organizational patterns

determine whether the ideas andinformation they have gathered aresuitable for the purpose, and gathernew material if necessary

Writing: Grade 2




draft and revise their writing, usinga variety of informational, literary,and graphic forms and stylisticelements appropriate for thepurpose and audience


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Use Knowledge of Form and Style inWriting

Form

Voice

write short texts using several simpleforms

establish a personal voice in theirwriting, with a focus on using familiarwords that convey their attitude orfeeling towards the subject or audience

Grammar

me, you,him, her, us, them;

(e.g., and, but)(e.g., under, with,

before, after)

Proofreading

Publishing

Producing Finished Works

Metacognition


Portfolio

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use parts of speech appropriately tocommunicate their meaning clearly,with a focus on the use of: propernouns for local, provincial, andnational place names and for holidays;the personal object pronouns

adjectives todescribe a noun; verbs in the simplepresent and past tenses; joining words

; simple prepositions ofplace and time

proofread and correct their writingusing a simple checklist or a fewguiding questions developed with theteacher and posted for reference

use some appropriate elements ofeffective presentation in the finishedproduct, including print, differentfonts, graphics, and layout

produce pieces of published work tomeet criteria identified by the teacher,based on the expectations

identify some strategies they foundhelpful before, during, and afterwriting

describe, with prompting by theteacher, how some of their skills inlistening, speaking, reading, viewing,and representing help in theirdevelopment as writers

select pieces of writing that they thinkshow their best work and explain thereasons for their selection




reflect on and identify theirstrengths as writers, areas forimprovement, and the strategiesthey found most helpful atdifferent stages in the writingprocess


Reflect on Writing Skills andStrategies

Media Literacy:Grade 2




identify some media forms andexplain how the conventions andtechniques associated with themare used to create meaning


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Understand Media Forms,Conventions and Techniques

Form

Conventions and Techniques

identify some of the elements andcharacteristics of selected media forms

identify the conventions and techniquesused in some familiar media forms


demonstrate an understanding of avariety of media texts�


Understand Media Texts


Making Inferences/Interpreting Messages

Responding to and Evaluating Texts

Audience Responses

Point of View

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identify the purpose and intendedaudience of some simple media texts

identify overt and implied messages insimple media texts

express personal thoughts and feelingsabout simple media works and explaintheir responses

describe how different audiences mightrespond to specific media texts

identify, initially with support anddirection, whose point of view ispresented in a simple media text andsuggest how the text might change if adifferent point of view were used

Production Perspectivesidentify, initially with support anddirection, who makes some of the






create a variety of media texts fordifferent purposes and audiences,using appropriate forms,conventions, and techniques



reflect on and identify theirstrengths as media interpreters andcreators, areas for improvement,and the strategies they found mosthelpful in understanding andcreating media texts


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Create Media Texts

Reflect on Media Literacy Skills andStrategies


Form

Conventions and Techniques

Producing Media Texts

Metacognition


identify the topic, purpose, andaudience for media texts they plan tocreate

identify an appropriate form to suit thepurpose and audience for a media textthey plan to create

identify conventions and techniquesappropriate to the form chosen for amedia text they plan to create

produce media texts for specificpurposes and audiences, using a fewsimple media forms and appropriateconventions and techniques

identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts

explain, initially with support anddirection, how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts

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Achievement Chart - Language, - Grades 1-8

Categories Level 2 Level 4Level 1 Level 3

� uses planning skillswith limitedeffectiveness

� uses planning skillswith considerableeffectiveness

� uses planning skillswith someeffectiveness

� uses planning skillswith a high degree ofeffectiveness

Use of planning skills(e.g., generating ideasgathering information,focusing research,organizing information)

Use of processing skills(e.g., making inferences,interpreting, analysing,detecting bias,synthesizing, evaluating,forming conclusions)

Use of critical/creativethinking processes(e.g., reading process,writing process, oraldiscourse, research,critical/creative analysis,critical literacy,metacognition, invention)

� uses processing skillswith limitedeffectiveness

� uses critical/creativethinking processes withlimited effectiveness

� uses processing skillswith considerableeffectiveness

� uses critical/creativethinking processes withconsiderableeffectiveness

� uses processing skillswith someeffectiveness

� uses critical/creativethinking processes withsome effectiveness

� uses processing skillswith a high degree ofeffectiveness

� uses critical/creativethinking processes witha high degree ofeffectiveness

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and thecomprehension of its meaning and significance (understanding)

The student:

Knowledge of content(e.g., forms of text;strategies associated withreading, writing,speaking, and listening;elements of style;terminology;conventions)

� demonstrates limitedknowledge of content

� demonstrates limitedunderstanding ofcontent

� demonstrates someknowledge of content

� demonstrates someunderstanding ofcontent

� demonstratesconsiderableknowledge of content

� demonstratesconsiderableunderstanding ofcontent

� demonstrates thoroughknowledge of content

� demonstrates thoroughunderstanding ofcontent

Thinking The use of critical and creative thinking skills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,opinions; relationshipsamong facts, ideas,concepts, themes)

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Transfer of knowledgeand skills

tonew contexts

(e.g., concepts,strategies, processes)

Communication fordifferent audiences andpurposes

visual, and writtenforms including mediaforms

(e.g., use ofappropriate style, voice,point of view, tone) inoral,

Use of conventions(e.g., grammar, spelling,punctuation, usage)vocabulary, andterminology of thediscipline in oral, visual,and written formsincluding media forms

Communication The conveying of meaning through various forms

Application The use of knowledge and skills to make connections within and between various contexts

Expressing andorganization of ideasand information

in oral,visual, and writtenforms including mediaforms

(e.g.,clear expression, logicalorganization)

Application ofknowledge and skills

in familiarcontexts

(e.g., concepts, strategies,processes)

Making connectionswithin and betweenvarious contexts (e.g.,between the text andpersonal knowledge orexperience, other texts,and the world outside theschool; betweendisciplines)

Categories

� transfers knowledgeand skills to newcontexts with limitedeffectiveness

�makes connectionswithin and betweenvarious contexts withlimited effectiveness

The student:

The student:

� expresses andorganizes ideas andinformation withlimited effectiveness

� communicates fordifferent audiences andpurposes with limitedeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline with limitedeffectiveness

� applies knowledge andskills in familiarcontexts with limitedeffectiveness

Level 1

� expresses andorganizes ideas andinformation with someeffectiveness

� transfers knowledgeand skills to newcontexts with someeffectiveness

�makes connectionswithin and betweenvarious contexts withsome effectiveness

� communicates fordifferent audiences andpurposes with someeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness

� applies knowledge andskills in familiarcontexts with someeffectiveness

Level 2

� expresses andorganizes ideas andinformation withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts withconsiderableeffectiveness

�makes connectionswithin and betweenvarious contexts withconsiderableeffectiveness

� communicates fordifferent audiences andpurposes withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline withconsiderableeffectiveness

� applies knowledge andskills in familiarcontexts withconsiderableeffectiveness

Level 3

� transfers knowledgeand skills to newcontexts with a highdegree of effectiveness

�makes connectionswithin and betweenvarious contexts with ahigh degree ofeffectiveness

� communicates fordifferent audiences andpurposes with a highdegree of effectiveness

� uses conventions,vocabulary, andterminology of thediscipline with a highdegree of effectiveness

� applies knowledge andskills in familiarcontexts with a highdegree of effectiveness

� expresses andorganizes ideas andinformation with a highdegree of effectiveness

Level 4

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Getting InvolvedWith your child explore ways of determining how many people could fitin your livingroom.Ask your children to help you when baking, by measuring out theingredients.

The Importance of Mathematics

“Since mathematics is a key element of the curriculum, parents, students, and teachers need to understand whymathematics is important. When students learn mathematics, they do more than master basic skills; they acquirea concise and powerful means of analysis, problem solving, and communication.

Competence using mathematical language, structures, and operations within the mathematical processes willhelp students to reason, justify their conclusions, and express ideas clearly. Students need to be able to usemathematics in connection with technology, their daily lives and eventually, in the workplaces.

Mathematics is an essential learning tool. As students identify relationships between mathematical concepts andeveryday situations, and make connections between mathematics and other subjects, they gain the ability to usemathematics to extend and apply their knowledge in other curriculum areas such as science, music andlanguage.”

Grade 2: Mathematical Process Expectations

Throughout Grade 2, students will:

The mathematical process expectations are to be integrated into student learning associated with all the strands.

Problem Solving

Reflecting

Connecting

Representing

Communicating

Selecting Tools andComputational Strategies

Reasoning and Proving

� apply developing problem-solving strategies as they pose and solve problems and conductinvestigations, to help deepen their mathematical understanding;

� demonstrate that they are reflecting on and monitoring their thinking to help clarify theirunderstanding as they complete an investigation or solve a problem (e.g., by explaining toothers why they think their solution is correct);

� make connections among simple mathematical concepts and procedures, and relatemathematical ideas to situations drawn from everyday contexts;

� create basic representations of simple mathematical ideas (e.g., using concrete materials;physical actions, such as hopping or clapping; pictures; numbers; diagrams; inventedsymbols), make connections among them, and apply them to solve problems;

� communicate mathematical thinking orally, visually, and in writing, using everyday language, adeveloping mathematical vocabulary, and a variety of representations.

� select and use a variety of concrete, visual, and electronic learning tools and appropriatecomputational strategies to investigate mathematical ideas and to solve problems;

� apply developing reasoning skills (e.g., pattern recognition, classification) to make andinvestigate conjectures (e.g., through discussion with others);

7

Measurement: Grade 2


By the end of Grade 2, students will:�

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estimate, measure, and record length,perimeter, area, mass, capacity, time, andtemperature, using non-standard units andstandard units;compare, describe, and order objects,using attributes measured in non-standard units and standard units.

choose benchmarks – in this case,personal referents – for a centimetre anda metre (e.g.,“My little finger is about aswide as one centimetre. A really big stepis about one metre.”) to help themperform measurement tasks;estimate and measure length, height, anddistance, using standard units (i.e.,centimetre, metre) and non-standardunits;record and represent measurements oflength, height, and distance in a varietyof ways (e.g., written, pictorial, concrete)( Investigate how thesteepness of a ramp affects the distancean object travels. Use cash-register tapefor recording distances.);select and justify the choice of a standardunit (i.e., centimetre or metre) or anonstandard unit to measure length (e.g.,“I needed a fast way to check that thetwo teams would race the same distance,so I used paces.”);estimate, measure, and record thedistance around objects, using non-standard units (Measure around several different dollbeds using string, to see which bed is thelongest around.);estimate, measure, and record area,through investigation using a variety ofnon-standard units (e.g., determine thenumber of yellow pattern blocks it takesto cover an outlined shape) (

Cover your desk with indexcards in more than one way. See if thenumber of index cards needed stays thesame each time.);estimate, measure, and record thecapacity and/or mass of an object, using avariety of non-standard units (e.g.,“I usedthe pan balance and found that the staplerhas the same mass as my pencil case.”);tell and write time to the quarter-hour,using demonstration digital and analogueclocks (e.g.,“My clock shows the timerecess will start [10:00], and my friend’sclock shows the time recess will end[10:15].”);


By the end of Grade 2, students will:Attributes, Units, and MeasurementSense

Sample problem:

Sample problem:

Sampleproblem:

� compare fractions using concretematerials, without using standardfractional notation (e.g., use fractionpieces to show that three fourths arebigger than one half, but smallerthan one whole);estimate, count, and represent (usingthe ¢ symbol) the value of a collectionof coins with a maximum value of onedollar.

count forward by 1’s, 2’s, 5’s, 10’s, and25’s to 200, using number lines andhundreds charts, starting from multiplesof 1, 2, 5, and 10 (e.g., count by 5’sfrom 15; count by 25’s from 125);count backwards by 1’s from 50 andany number less than 50, and countbackwards by 10’s from 100 and anynumber less than 100, using numberlines and hundreds charts (

Count backwards from 87 on ahundreds carpet, and describe anypatterns you see.);locate whole numbers to 100 on anumber line and on a partial number line(e.g., locate 37 on a partial number linethat goes from 34 to 41).

solve problems involving the additionand subtraction of whole numbers to 18,using a variety of mental strategies(e.g.,“To add 6 + 8, I could double 6 andget 12 and then add 2 more to get 14.”);describe relationships between quantitiesby using whole-number addition andsubtraction (e.g.,“If you ate 7 grapes andI ate 12 grapes, I can say that I ate 5more grapes than you did, or you ate 5fewer grapes than I did.”);represent and explain, throughinvestigation using concrete materialsand drawings, multiplication as thecombining of equal groups (e.g., usecounters to show that 3 groups of 2 isequal to 2 + 2 + 2 and to 3 x 2);represent and explain, throughinvestigation using concrete materialsand drawings, division as the sharing of aquantity equally (e.g.,“I can share 12carrot sticks equally among 4 friends bygiving each person 3 carrot sticks.”);solve problems involving the additionand subtraction of two-digit numbers,with and without regrouping, usingconcrete materials (e.g., base tenmaterials, counters), student-generatedalgorithms, and standard algorithms;add and subtract money amounts to 100¢,using a variety of tools (e.g., concretematerials, drawings) and strategies (e.g.,counting on, estimating, representingusing symbols).

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Counting

Operational Sense

Sampleproblem:

Number Sense andNumeration: Grade 2



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read, represent, compare, and orderwhole numbers to 100, and use concretematerials to represent fractions andmoney amounts to 100¢;demonstrate an understanding ofmagnitude by counting forward to 200and backwards from 50, using multiplesof various numbers as starting points;solve problems involving the additionand subtraction of one- and two-digitwhole numbers, using a variety ofstrategies, and investigate multiplicationand division.


By the end of Grade 2, students will:Quantity Relationships�

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represent, compare, and order wholenumbers to 100, including moneyamounts to 100¢, using a variety of tools(e.g., ten frames, base ten materials, coinmanipulatives, number lines, hundredscharts and hundreds carpets);read and print in words whole numbers totwenty, using meaningful contexts (e.g.,storybooks, posters, signs);compose and decompose two-digitnumbers in a variety of ways, usingconcrete materials (e.g., place 42counters on ten frames to show 4 tensand 2 ones; compose 37¢ using onequarter, one dime, and two pennies)( Use base ten blocks toshow 60 in different ways.);determine, using concrete materials, theten that is nearest to a given two-digitnumber, and justify the answer (e.g., usecounters on ten frames to determine that47 is closer to 50 than to 40);determine, through investigation usingconcrete materials, the relationshipbetween the number of fractional parts ofa whole and the size of the fractionalparts (e.g., a paper plate divided intofourths has larger parts than a paper platedivided into eighths) (Use paper squares to show which isbigger, one half of a square or one fourthof a square.);regroup fractional parts into wholes,using concrete materials (e.g., combinenine fourths to form two wholes and onefourth);

Sample problem:

Sample problem:

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Patterning & Algebra:Grade 2


By the end of Grade 2, students will:Patterns and Relationships�

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identify and describe, throughinvestigation, growing patterns andshrinking patterns generated by therepeated addition or subtraction of 1’s,2’s, 5’s, 10’s, and 25’s on a number lineand on a hundreds chart (e.g., thenumbers 90, 80, 70, 60, 50, 40, 30, 20,10 are in a straight line on a hundredschart);identify, describe, and create, throughinvestigation, growing patterns andshrinking patterns involving addition andsubtraction, with and without the use ofcalculators (e.g., 3 + 1 = 4, 3 + 2 = 5,3 + 3 = 6, …);identify repeating, growing, andshrinking patterns found in real-lifecontexts (e.g., a geometric pattern onwallpaper, a rhythm pattern in music, anumber pattern when counting dimes);represent a given growing or shrinkingpattern in a variety of ways (e.g., usingpictures, actions, colours, sounds,numbers, letters, number lines, bargraphs) ( Show theletter pattern A,AA, AAA,AAAA, …by clapping or hopping.);create growing or shrinking patterns( Create a shrinkingpattern using cut-outs of pennies and/ornickels, starting with 20 cents.);create a repeating pattern by combiningtwo attributes (e.g., colour and shape;colour and size) ( Useattribute blocks to make a train thatshows a repeating pattern involving twoattributes.);demonstrate, through investigation, anunderstanding that a pattern results fromrepeating an operation (e.g., addition,subtraction) or making a repeated changeto an attribute (e.g., colour, orientation).

Sample problem:

Sample problem:

Sample problem:



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identify, describe, extend, and createrepeating patterns, growing patterns, andshrinking patterns;demonstrate an understanding of theconcept of equality between pairs ofexpressions, using concrete materials,symbols, and addition and subtraction to18.

Geometry & SpatialSense: Grade 2

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�

identify and describe various three-dimensional figures (i.e., cubes, prisms,pyramids) and sort and classify themby their geometric properties (i.e.,number and shape of faces), usingconcrete materials (e.g.,“I separated thefigures that have square faces from theones that don’t.”);create models and skeletons of prismsand pyramids, using concrete materials(e.g., cardboard; straws and modellingclay), and describe their geometricproperties (i.e., number and shape offaces, number of edges);locate the line of symmetry in a two-dimensional shape (e.g., by paperfolding; by using a Mira).

compose and describe pictures,designs, and patterns by combiningtwo-dimensional shapes (e.g.,“I madea picture of a flower from one hexagonand six equilateral triangles.”);compose and decompose two-dimensional shapes (Use Power Polygons to show if youcan compose a rectangle from twotriangles of different sizes.);cover an outline puzzle with two-dimensional shapes in more than oneway;build a structure using three-dimensional figures, and describe thetwo-dimensional shapes and three-dimensional figures in the structure(e.g.,“I used a box that looks like atriangular prism to build the roof of myhouse.”).

describe the relative locations (e.g.,beside, two steps to the right of ) andthe movements of objects on a map(e.g.,“The path shows that he walkedaround the desk, down the aisle, andover to the window.”);

Geometric Relationships

Location and Movement

Sample problem:

draw simple maps of familiar settings,and describe the relative locations ofobjects on the maps (Draw a map of the classroom, showingthe locations of the different pieces offurniture.);create and describe symmetricaldesigns using a variety of tools (e.g.,pattern blocks, tangrams, paper andpencil).

Sample problem:

�

�

construct tools for measuring timeintervals in non-standard units (e.g., aparticular bottle of water takes about fiveseconds to empty);describe how changes in temperatureaffect everyday experiences (e.g., thechoice of clothing to wear);use a standard thermometer to determinewhether temperature is rising or falling(e.g., the temperature of water, air).

describe, through investigation, therelationship between the size of a unit ofarea and the number of units needed tocover a surface (Compare the numbers of hexagon patternblocks and triangle pattern blocks neededto cover the same book.);compare and order a collection of objectsby mass and/or capacity, using non-standard units (e.g.,“The coffee canholds more sand than the soup can, butthe same amount as the small pail.”);determine, through investigation, therelationship between days and weeks andbetween months and years.

�

�

�

�

Measurement Relationships

Sample problem:



�

�

�

�

identify two-dimensional shapes andthree-dimensional figures and sort andclassify them by their geometricproperties;compose and decompose two-dimensional shapes and three-dimensional figures;describe and represent the relativelocations of objects, and representobjects on a map.

of anobject that are geometric properties (e.g.,number of sides, number of faces) andthe attributes that are not geometricproperties (e.g., colour, size, texture),using a variety of tools (e.g., attributeblocks, geometric solids, connectingcubes);identify and describe various polygons(i.e., triangles, quadrilaterals, pentagons,hexagons, heptagons, octagons) and sortand classify them by their geometricproperties (i.e., number of sides ornumber of vertices), using concretematerials and pictorial representations(e.g.,“I put all the figures with five ormore vertices in one group, and all thefigures with fewer than five vertices inanother group.”);


By the end of Grade 2, students will:Geometric Properties

distinguish between the attributes

9

Data Management &Probability: Grade 2



�

�

collect and organize categorical ordiscrete primary data and display thedata, using tally charts, concretegraphs, pictographs, line plots, simplebar graphs, and other graphicorganizers, with labels orderedappropriately along horizontal axes, asneeded;read and describe primary datapresented in tally charts, concretegraphs, pictographs, line plots, simplebar graphs, and other graphicorganizers;describe probability in everydaysituations and simple games.

Expressions and Equality�

�

�

�

�

demonstrate an understanding of theconcept of equality by partitioning wholenumbers to 18 in a variety of ways, usingconcrete materials (e.g., starting with 9tiles and adding 6 more tiles gives thesame result as starting with 10 tiles andadding 5 more tiles);represent, through investigation withconcrete materials and pictures, twonumber expressions that are equal, usingthe equal sign (e.g.,“I can break a train of10 cubes into 4 cubes and 6 cubes. I canalso break 10 cubes into 7 cubes and 3cubes. This means 4 + 6 = 7 + 3.”);determine the missing number inequations involving addition andsubtraction to 18, using a variety of toolsand strategies (e.g., modelling withconcrete materials, using guess andcheck with and without the aid of acalculator) ( Usecounters to determine the missingnumber in the equation 6 + 7 = + 5.);identify, through investigation, and usethe commutative property of addition(e.g., create a train of 10 cubes byjoining 4 red cubes to 6 blue cubes, or byjoining 6 blue cubes to 4 red cubes) tofacilitate computation with wholenumbers (e.g., “I know that 9 + 8 + 1 = 9+ 1 + 8. Adding becomes easier becausethat gives 10 + 8 = 18.”);identify, through investigation, theproperties of zero in addition andsubtraction (i.e., when you add zero to anumber, the number does not change;when you subtract zero from a number,the number does not change).

Sample problem:

Probability�

�

describe probability as a measure of thelikelihood that an event will occur,using mathematical language (i.e.,

, , ,, , ) (e.g.,“If I

take a new shoe out of a box withoutlooking, it’s equally likely that I willpick the left shoe or the right shoe.”);describe the probability that an eventwill occur (e.g., getting heads whentossing a coin, landing on red whenspinning a spinner), throughinvestigation with simple games andprobability experiments and usingmathematical language (e.g., “I tossed 2coins at the same time, to see how oftenI would get 2 heads. I found that gettinga head and a tail was more likely thangetting 2 heads.”) (Describe the probability of spinning redwhen you spin a spinner that has onehalf shaded yellow, one fourth shadedblue, and one fourth shaded red.Experiment with the spinner to see if theresults are what you expected.).

impossible unlikely less likely equallylikely more likely certain

Sample problem:


By the end of Grade 2, students will:Collection and Organization of Data

Data Relationships

�

�

�

�

�

demonstrate an ability to organizeobjects into categories, by sorting andclassifying objects using two attributessimultaneously (e.g., sort attributeblocks by colour and shape at thesame time);gather data to answer a question, usinga simple survey with a limited numberof responses (e.g.,What is yourfavourite season?; How many letters arein your first name?);collect and organize primary data (e.g.,data collected by the class) that iscategorical or discrete (i.e., that can becounted, such as the number of studentsabsent), and display the data using one-to-one correspondence in concretegraphs, pictographs, line plots, simplebar graphs, and other graphic organizers(e.g., tally charts, diagrams), withappropriate titles and labels and withlabels ordered appropriately alonghorizontal axes, as needed (

Record the number of timesthat specific words are used in a simplerhyme or poem.).

Sampleproblem:

read primary data presented in concretegraphs, pictographs, line plots, simplebar graphs, and other graphic organizers(e.g., tally charts, diagrams), anddescribe the data using mathematicallanguage (e.g.,“Our bar graph showsthat 4 more students walk to school thantake the bus.”);pose and answer questions about class-generated data in concrete graphs,pictographs, line plots, simple bargraphs, and tally charts (e.g.,Which isthe least favourite season?);distinguish between numbers thatrepresent data values (e.g.,“I have 4people in my family.”) and numbers thatrepresent the frequency of an event(e.g.,“There are 10 children in my classwho have 4 people in their family.”);demonstrate an understanding of datadisplayed in a graph (e.g., by telling astory, by drawing a picture), bycomparing different parts of the dataand by making statements about thedata as a whole (e.g., “I looked at thegraph that shows how many studentswere absent each month. More studentswere away in January than inSeptember.”).

�

�

SN

OW

FA

LL

DEC JAN FEB MAR

10






Use of planning skillsunderstanding theproblem (e.g.,formulating andinterpreting theproblem, makingconjectures)making a plan forsolving the problem

�

�

Use of processing skills*carrying out a plan(e.g., collecting data,questioning, testing,revising, modelling,solving, inferring,forming conclusions)looking back at thesolution (e.g.,evaluatingreasonableness,making convincingarguments, reasoning,justifying, proving,reflecting)

�

�



� uses processing skillwith someeffectiveness



The student:

Knowledge of content(e.g., facts, terms,procedural skills, use oftools)

Use of critical/creativethinking processes* (e.g.,problem solving, inquiry)


� uses of critical/creativethinking process withlimited effectiveness

� uses of critical/creativethinking process withconsiderableeffectiveness

� uses of critical/creativethinking process withsome effectiveness

� uses of critical/creativethinking process with ahigh degree ofeffectiveness



� demonstratesthorough knowledge ofcontent

Thinking The use of critical and creative thinking skills and/or processes*

The student:

* The processing skills and critical/creative thinking processes in the Thinking category include some but not all aspects of thedescribed in the Ministry document. Some aspects of the mathematical processes relate to the other categories of the achievement chart.

mathematical processes

Achievement Chart - Mathematics, Grades 1-8





Understanding of content(e.g., Concepts, ideas,theories, procedures,processes,methodologies, and/ortechnologies)

11














Communication fordifferent audiences (e.g.,peers, teachers) andpurposes (e.g., to presentdata, justify a solution,express a mathematicalargument) in oral, visual,and written forms

Transfer of knowledgeand skills to new contexts

Use of conventions,vocabulary, andterminology of thediscipline (e.g., terms,symbols) in oral, visual,and written forms

Making connectionswithin and betweenvarious contexts (e.g.,connections betweenconcepts, representations,and forms withinmathematics; connectionsinvolving use of priorknowledge andexperience; connectionsbetween mathematics,other disciplines, and thereal world)







The student:

The student:

Expression andorganization of ideas andmathematical thinking(e.g., clarity ofexpression, logicalorganization), using oral,visual, and written forms(e.g., pictorial, graphic,dynamic, numeric,algebraic forms; concretematerials)

Application ofknowledge and skills infamiliar contexts

� expresses andorganizes mathematicalthinking with limitedeffectiveness





� expresses andorganizes mathematicalthinking with someeffectiveness

� expresses andorganizes mathematicalthinking withconsiderableeffectiveness

� expresses andorganizes mathematicalthinking with a highdegree of effectiveness

12

The Goals of the Science and Technology ProgramA scientifically and technologically literate person is one who can read and understand common media reports about

science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-

making activities that involve science and technology.

Science Co-ordinators’ and Consultants’Association of Ontario (SCCAO) and Science Teachers’Association of Ontario(STAO/APSO), “Position Paper: The Nature of Science” (2006), p. 1

During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians.

Science and technology underpin much of what we take for granted, including clean water, the places in which we live

and work, and the ways in which we communicate with others. The impact of science and technology on our lives will

continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of

science and technology education throughout the world.

Achievement of both excellence and equity underlies the three major goals of the science and technology program at the

elementary level. Accordingly, The Ontario Curriculum, Grades 1–8: Science and Technology, 2007outlines the skills and

knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and

skills responsibly. The three goals are the following:

1.

2.

3.

to relate science and technology to society and the environment

to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problemsolving

to understand the basic concepts of science and technology

Fundamental ConceptsFundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technologicalknowledge. They also help students to integrate scientific and technological knowledge with knowledge in other subjectareas, such as mathematics and social studies.

These fundamental concepts are described in the following chart.

Fundamental Concepts

Matter Matter is anything that has mass and occupies space. Matter has particular structural and behavioural

characteristics.

Energy

Systems andInteractions

Structureand Function

Change andContinuity

SustainabilityandStewardship

13

Energy comes in many forms, and can change forms. It is required to make things happen (to do work).Work is done when a force causes movement.

A system is a collection of living and/or non-living things and processes that interact to perform some

function. A system includes inputs, out-puts, and relationships among system components. Natural and

human systems develop in response to, and are limited by, a variety of environmental factors.

This concept focuses on the interrelationship between the function or use of a natural or human-made object

and the form that the object takes.

Sustainability is the concept of meeting the needs of the present without compromising the ability of future

generations to meet their needs.

Stewardship involves understanding that we need to use and care for the natural environment in a responsible

way and making the effort to pass on to future generations no less than what we have access to ourselves.

Values that are central to responsible stewardship are: using non-renewable resources with care; reusing and

recycling what we can; switching to renewable resources where possible.

Change is the process of becoming different over time, and can be quantified.

Continuity represents consistency and connectedness within and among systems over time. Interactions

within and among systems result in change and variations in consistency.

Understanding Life SystemsGrowth and Changes in Animals


1.

2.

3.

assess ways in which animals have animpact on society and the environment, andways in which humans have an impact uponanimals and the places where they live;

investigate similarities and differencesin the characteristics of various animals;

demonstrate an understanding thatanimals grow and change and have distinctcharacteristics.


Relating Science and Technology toSociety and the Environment

1.1

1.2

identify positive and negative impactsthat animals have on humans (society) andthe environment, form an opinion about oneof them, and suggest ways in which theimpact can be minimized or enhanced

identify positive and negative impactsthat different kinds of human activity haveon animals and where they live (e.g.,actions of animal lovers and groups thatprotect animals and their rights, the home

Understanding LifeSystems - Growth andChanges in Animals:Grade 2

owner who wants a nice lawn, people whovisit zoos and wildlife parks, pet owners),form an opinion about one of them, andsuggest ways in which the impact can beminimized or enhanced

follow established safety procedures

and humane practices specific to the care

and handling of live animals, where

appropriate, during science and technology

investigations (e.g., make the teacher aware

of any allergies; handle animals gently or

know when it is better not to handle them at

all; wash hands after handling animals)

observe and compare the physical

characteristics (e.g., fur or feathers; two legs

or no legs) and the behavioura

characteristics (e.g., predator or prey) of a

variety of animals, including insects, using

student-generated questions and a variety of

methods and resources (e.g., observation of

live animals in the schoolyard; books,

videos/DVDs, CD-ROMs, and/or Internet

sources that depict animals in a positive light)

investigate the life cycle of a variety ofanimals (e.g., butterflies, frogs, chickens),using a variety of methods and resources(e.g., observation of live animals in theclassroom and in the schoolyard; books,videos/DVDs, CD-ROMs, and/or theInternet)

Developing Investigation and

Communication Skills


2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

observe and compare changes in theappearance and activity of animals as theygo through a complete life cycle (e.g.,frog, butterfly)

investigate the ways in which avariety of animals adapt to theirenvironment and/or to changes in theirenvironment, using various methods (e.g.,read simple non-fiction texts andAboriginal stories; observe animal activityin the schoolyard and surrounding areas,and record findings)

use scientific inquiry/research skillsand knowledge acquired from previousinvestigations, to investigate the basicneeds, characteristics, behaviour, andadaptations of an animal of their choice

use appropriate science andtechnology vocabulary, including lifecycle, migration, adaptation, bodycoverings, and classify, in oral and writtencommunication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., use a modelconstructed of modelling clay and a treebranch to explain how a caterpillar feeds)


Understanding Basic Concepts

3.1 identify and describe major physicalcharacteristics of different types ofanimals (e.g., insects, mammals, reptiles)

Big IdeasFundamentalConcepts

Structureand Function

Animals have distinct characteristics.

Humans are animals.

There are similarities and differences among different kinds of animals.

Humans need to protect animals and the places where they live.

(Overall expectations 2 and 3)

(Overall expectations 1, 2, and 3)

(Overall expectation 2)


14

Sustainabilityand Stewardship

15

3.2 describe an adaptation as acharacteristic body part, shape, orbehaviour that helps a plant or animalsurvive in its environment (e.g., somebirds migrate to a warmer climate for thewinter; the design of a whale’s flipperallows the whale to turn, steer, and balance;the cecropia moth has the pattern of asnake’s head on its wings: the hypothesis isthat this is to frighten its predators away)

3.3 identify ways in which animals arehelpful to, and ways in which they meet theneeds of, living things, including humans,to explain why humans should protectanimals and the places where they live(e.g., bats control mosquito populations;birds and wildlife provide pleasurableviewing experiences; the buffalo providedsome Aboriginal people with everything theyneeded to survive: food, shelter, clothing,


Structure andFunction

Movement is a change in position of an object.

Simple machines help objects to move.

Mechanisms are made up of one or more simple machines.

Simple machines and mechanisms make life easier and/or more enjoyable for humans.





Energy

Understanding Structures and MechanismsMovement

tools, ornamentation, and weapons; horsescan be used for labour; cats and dogs providecompanionship for humans; animals,including humans, disperse plant seeds)

identify ways in which animals can beharmful to humans (e.g., some people havean allergic reaction to bee and wasp venomwhen they are stung; deer, moose, andbears on roads can pose a hazard to peopledriving at night)

3.4






1.1

Developing Investigation andCommunication Skills

2.1

assess the impact on society and theenvironment of simple machines that allowmovement

follow established safety proceduresduring science and technologyinvestigations (e.g., return tools to theirdesignated area when they are done withthem; carry tools and materials safely)

UnderstandingStructures andMechanisms -Movement: Grade 2


By the end of Grade 2, students will:1.

2.

3.

assess the impact on society and theenvironment of simple machines andmechanisms;

investigate mechanisms that includesimple machines and enable movement;

demonstrate an understanding ofmovement and ways in which simplemachines help to move objects.

2.2

2.3

2.4

2.5

investigate and describe differentkinds of movement (e.g., by observinghow toys and other everyday objectsmove)

investigate the structure and functionof simple machines (e.g., by building awheel and axle for a toy car; by exploringthe effects of changing the slope of a ramp)

use technological problem-solvingskills, and knowledge and skills acquiredfrom previous investigations, to design,build, and test a mechanism that includesone or more simple machines (e.g., a toy,a model vehicle)

use appropriate science and technologyvocabulary, including push, pull, beside,above, wheel, axle, and inclined plane, inoral and written communication

2.6

3.1

3.2

3.3

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., orallyexplain to the class the process theyfollowed in building a mechanism thatincludes one or more simple machines)

describe different ways in whichobjects move (e.g., turning, spinning,swinging, bouncing, vibrating, rolling)

identify ways in which the position ofan object can be changed (e.g., bypushing, by pulling, by dropping)

identify the six basic types of simplemachines lever; inclined plane; pulley;wheel and axle, including gear; screw; and



wedge and give examples of ways inwhich each is used in daily life to maketasks easier

describe how each type of simplemachine allows humans to move objectswith less force than otherwise would beneeded (e.g., an inclined plane allows aheavy object to be moved upwards moreeasily than if it were lifted and carried upstairs; a wheel and axle allow an object toroll, which creates less friction than if itwere dragged; a lever activated by a pianokey strikes [pushes] a string, whichvibrates to make a sound)

identify simple machines used indevices that move people (e.g., the wheeland axle on a bicycle or a car; the pulleyson an elevator; the inclined planes ofmoving ramps in parking garages andmalls)

3.4

3.5

Understanding Matter and EnergyProperties of Liquids and Solids

FundamentalConcepts

Big Ideas

Energy Materials that exist as liquids and solids have specific properties.

Liquids and solids interact in different ways

Some liquids and solids can be harmful to us and the environment.




Matter







1.1

1.2

assess the ways in which liquids andsolids in the home are used, stored, anddisposed of in terms of the effect onpersonal safety and the health of theenvironment, and suggest responsibleactions to replace inappropriate practices

assess the impacts of changes in state ofsolids and liquids on individuals and society

2.1

2.2

2.3

2.4

follow established safety proceduresduring science and technologyinvestigations (e.g., clean up spills as soonas they happen)

investigate the properties of liquids(e.g., conduct experiments to compare therate at which different liquids flow) andsolids (e.g., conduct experiments to find outways in which solids can be changed)

investigate, through experimentation,interactions that occur as a result of mixingand/or dissolving liquids and solids (e.g.,salt and water, sand and water), liquids andliquids (e.g., oil and water), and solids andsolids (e.g., salt and sand)

use scientific inquiry/experimentationskills to investigate liquids and solidsin terms of their capacity for buoyancy

UnderstandingMatter and Energy -Properties of Liquids andSolids :Grade 2


1.

2.

3.

assess ways in which the uses ofliquids and solids can have an impact onsociety and the environment;

investigate the properties of andinteractions among liquids and solids;

demonstrate an understanding of theproperties of liquids and solids.

16

(e.g., wood floats, coins sink) and/orabsorption (e.g., paper towel absorbsliquid, plastic wrap repels liquid)

use technological problem-solvingskills, and knowledge acquired fromprevious investigations, to design, build,and test a structure that involvesinteractions between liquids and solids(e.g., an object that floats)

use appropriate science andtechnology vocabulary, including clear,opaque, runny, hard, greasy, and granular,in oral and written communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., use a simpledrawing program to write a booklet for theschool library describing class experimentsin investigating liquids and solids)

identify objects in the natural and builtenvironment as solids (e.g., sand, ice,rocks, tables, sidewalks, walls) or liquids(e.g., water, tree sap, milk, gasoline)

describe the properties of solids (e.g.,they maintain their shape and cannot be

2.5

2.6

2.7

3.1

3.2



poured) and liquids (e.g., they take theshape of the container they are in and canbe poured)

describe the characteristics of liquidwater (e.g., it takes the shape of thecontainer it is in) and solid water (e.g., icefloats), and identify the conditions thatcause changes from one to the other (e.g.,water turns to ice when the temperaturegoes below zero; ice turns to water whenheated)

identify conditions in which the statesof liquids and solids remain constant (e.g.,solids remain solid when broken; liquidsremain liquid when poured) andconditions that can cause their states tochange (e.g., liquids may freeze when thetemperature drops; solids may melt whenheated)

describe some ways in which solids andliquids can be combined to make usefulsubstances (e.g., flour and water make paste;milk and chocolate powder make chocolatemilk)

explain the meaning of internationalsymbols that give us information on thesafety of substances (e.g., a skull-and-crossbones symbol means that thesubstance is poisonous; a flame inside ahexagon means that the substance isflammable)

3.3

3.4

3.5

3.6


Change andContinuity

Air and water are a major part of the environment.

Living things need air and water to survive.

Changes to air and water affect living things and the environment.

Our actions affect the quality of air and water, and its ability to sustain life.





Sustainabilityand Stewardship

Understanding Earth and Space SystemsAir and Water in the Environment

17

Understanding Earthand Space Systems -Air and Water in theEnvironment: Grade 2

takes up space, flows or moves when notcontained, has mass) and its uses (e.g.,living things need water to stay alive; watermakes things move: spins a water wheel;water makes certain activities possible:keeps a white-water raft afloat)

investigate the stages of the watercycle, including evaporation (e.g., heatwater in a kettle), condensation (e.g.,collect the water vapour from the kettle onan overturned mirror), precipitation (e.g.,allow the water vapour on the overturnedmirror to collect, cool, and drop), andcollection (e.g., let the dripping wateraccumulate in a container)

investigate water in the naturalenvironment (e.g., observe and measureprecipitation; observe and record cloudformations; observe water flow anddescribe where it goes; observe a puddleover time and record observations)

use appropriate science and technologyvocabulary, including solid, liquid, vapour,evaporation, condensation, andprecipitation, in oral and writtencommunication

use a variety of forms (e.g., oral, written,graphic, multimedia) to communicate withdifferent audiences and for a variety ofpurposes (e.g., create posters or media adsthat encourage care and concern for waterand air in the community)

identify air as a gaseous substance thatsurrounds us and whose movement we feelas wind

identify water as a clear, colourless,odourless, tasteless liquid that exists in threestates a that is necessary for the life of mostanimals and plants

describe ways in which living things,including humans, depend on air and water(e.g., most animals, including humansbreathe air to stay alive; wind generatesenergy, disperses seeds; all living thingsneed to drink or absorb water to stay alive;water is used for washing and bathing,transportation, energy generation)

identify sources of water in the naturaland built environment (e.g., natural: oceans,lakes, ponds, streams, springs, water tables;human-made: wells, sewers, water supplysystems, reservoirs, water towers)

identify the three states of water in theenvironment, give examples of each (e.g.,solid – visible as ice, snow, sleet, hail, frost;liquid – visible as rain, dew; gas – visible

2.4

2.5

2.6

2.7

3.1

3.2

3.3

3.4

3.5









1.

2.

3.

assess ways in which the actions ofhumans have an impact on the quality ofair and water, and ways in which thequality of air and water has an impact onliving things;

investigate the characteristics of airand water and the visible/invisible effectsof and changes to air and/or water in theenvironment;

demonstrate an understanding of theways in which air and water are used byliving things to help them meet their basicneeds.



1.1

1.2

2.1

2.2

2.3

assess the impact of human activitieson air and water in the environment,taking different points of view intoconsideration (e.g., the point of viewof parents, children, other communitymembers), and plan a course of action tohelp keep the air and water in the localcommunity clean

assess personal and family uses ofwater as responsible/efficient or wasteful,and create a plan to reduce the amount ofwater used, where possible

follow established safety proceduresduring science and technologyinvestigations (e.g., use caution around hotkettles and the steam they produce; cleanup water spills as soon as they happen)

investigate, through experimentation,the characteristics of air (e.g., air takes upspace, has mass) and its uses (e.g., livingthings breathe air to stay alive; air makescertain activities possible: helps keep akite flying and a sailboat moving)

investigate, through experimentation,the characteristics of water (e.g., water

as fog, water vapour), and show how theyfit into the water cycle when thetemperature of the surroundingenvironment changes (e.g., heat –evaporation; cooling – condensation andprecipitation)

state reasons why clean water is anincreasingly scarce resource in many parts ofthe world

3.6

18

Achievement Chart - Science and Technology, - Grades 1-8

� uses initiating andplanning skills andstrategies with limitedeffectiveness

� uses initiating andplanning skills andstrategies withconsiderableeffectiveness

� uses initiating andplanning skills andstrategies with someeffectiveness

� uses initiating andplanning skills andstrategies with a highdegree of effectiveness

Use of initiating andplanning skills andstrategies(e.g., formulatingquestions, identifying theproblem, developinghypotheses, scheduling,selecting strategies andresources, developingplans)

Use of processing skillsand strategies(e.g., performing andrecording, gatheringevidence and data,observing, manipulatingmaterials and usingequipment safely, solvingequations, proving)

Use of critical/creativethinking processes,skills, and strategies(e.g., analysing interpreting,problem solving, evaluating,forming and justifyingconclusions on the basisof evidence)

� uses processing skillsand strategies withlimited effectiveness

� uses critical/creativethinking processes,skills, and strategieswith limitedeffectiveness

� uses processing skillsand strategies withconsiderableeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith considerableeffectiveness

� uses processing skillsand strategies withsome effectiveness

� uses critical/creativethinking processes,skills, and strategieswith someeffectiveness

� uses processing skillsand strategies with ahigh degree ofeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith a high degree ofeffectiveness


The student:

Knowledge of content(e.g., facts; terminology;definitions; safe use oftools, equipment, andmaterials)









Thinking and Investigation - The use of critical and creative thinking skills and inquiry and problem solvingskills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,theories, principles,procedures, processes)



The student:

Expression andorganization of ideasand information

in oral,visual, and/or writtenforms

(e.g.,clear expression, logicalorganization)

(e.g., diagrams,models)





19

� communicates fordifferent audiencesand purposes withlimited effectiveness

� transfers knowledgeand skills to unfamiliarcontexts with limitedeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith limitedeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts withconsiderableeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith considerableeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts with someeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith someeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts with a highdegree of effectiveness

�makes connectionsbetween science,technology, society,and the environmentwith a high degree ofeffectiveness

� communicates fordifferent audiencesand purposes withconsiderableeffectiveness

� communicates fordifferent audiencesand purposes withsome effectiveness


Communication fordifferent audiences

andpurposes

in oral,visual, and/or writtenforms

(e.g., peers, adults)(e.g., to inform,

to persuade)

Transfer of knowledgeand skills

tounfamiliar contexts

(e.g., concepts andprocesses, safe use ofequipment and technology,investigation skills)

Use of conventions,vocabulary, andterminology of thediscipline in oral, visual,and/or written forms(e.g., symbols, formulae,scientific notation, SIunits)

Making connectionsbetween science,technology, society, andthe environment(e.g., assessing the impactof science and technologyon people, other livingthings, and the environment)



� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness�


Communication (continued)


The student:

The student:

Application ofknowledge and skills

in familiar contexts

(e.g., concepts andprocesses, safe use ofequipment and technology,investigationskills)






� proposes courses ofpractical action oflimited effectiveness

� proposes courses ofpractical action ofconsiderableeffectiveness

� proposes courses ofpractical action ofsome effectiveness

� proposes highlyeffective courses ofpractical action

Proposing coursesof practical action todeal with problemsrelating to science,technology, society,and the environment

20

21

Getting InvolvedEncourage your child to ask questions about the world.Stimulate your child’s interest in current events and issues.Become familiar with the course expectations to better discuss your child’swork.Communicate regularly with your child’s teacher.Encourage your child to participate in activities that develop responsiblecitizenship.

The Importance ofSocial Studies

Students, their parents, friends, teachers and all citizens

are part of a variety of communities from local to global

in scale. Social studies courses allow students to

discover and appreciate the various heritages and nature

of citizenship within these communities. Through the

year students gain a knowledge of key social studies

concepts, including change, culture, environment,

power and basic economic forces within the

marketplace. They learn about Canada and the role of

citizens in a democratic society and its connections

around the globe. This social studies course also helps

students acquire skills of inquiry and communication

through field studies, research projects, the use of maps,

globes and models, and the consideration of various

forms of historical evidence. Students apply these skills

to develop an understanding of Canadian identity and

democratic values, to evaluate different points of view,

and to examine information critically in order to solve

problems and make decisions on issues that are relevant

to their lives.

Heritage & Citizenship:

Traditions &

Celebrations: Grade 2

Overview:

Students examine the wide variety ofcultures and traditions that co-exist inCanada. Students investigate familyhistories and traditions and report on howthese histories and traditions contribute toand enrich Canadian society. Students relatetheir investigations to examples from theirown local commuinity.



�

�

demonstrate an understanding thatCanada is a country of many cultures;use a variety of resources and tools togather, process, and communicateinformation about similarities anddifferences among family traditionsand celebrations;explain how the various cultures ofindividuals and groups contribute tothe local community.

Canada & World

Connections: Features of

Communities Around

the World: Grade 2

Overview:

Students develop their awareness of physicaland human geography by examiningcontemporary global communities. They usemap, globe, and research skills to comparethe culture and physical features of a varietyof communities. Students explore how theenvironment influences people’s lives, andbegin to recognize that the lifestyles ofpeople in other countries may be bothsimilar to and different from their own.



�

�

demonstrate an understanding that theworld is made up of countries,continents, and regions and that people’slifestyles may differ from country tocountry;use a variety of resources and tools togather, process, and communicategeographic information about thecountries studied;explain how the environment affectspeople’s lives and the ways in whichtheir needs are met.

22






Use of planning skills(e.g., focusing research,gathering information,organizing an inquiry,asking questions, settinggoals)

Use of processing skills(e.g., analyzing,generating, integrating,synthesizing, evaluating,detecting point of viewand bias)

Use of critical/creativethinking processes (e.g.,inquiry process, problem-solving process, decision-making process, researchprocess)





� uses processing skillwith someeffectiveness





The student:

Knowledge of content(e.g., facts, terms,definitions)

Expression andorganization of ideas andinformation (e.g., clearexpression, logicalorganization) in oral,visual, and written forms

�

�

demonstrates limitedknowledge of content

demonstrates limitedunderstanding ofcontent












The student:

Achievement Chart for Social Studies, History, and Geography - Grades 1-8

Understanding of content(e.g., concepts, ideas,theories, procedures,processes,methodologies, and/ortechnologies)


The student:

23










Transfer of knowledgeand skills (e.g.,concepts, procedures,methodologies,technologies) to newcontexts

Use of conventions

vocabulary,and terminology of thediscipline in oral, visual,and written forms

(e.g.,conventions of form, mapconventions),

Making connectionswithin and betweenvarious contexts (e.g.,past, present, and future;environmental; social;cultural; spatial; personal;multidisciplinary)







The student:

The student:

Communication fordifferent audiences (e.g.,peers, adults) andpurposes (e.g., to inform,to persuade) in oral,visual, and written forms

Application ofknowledge and skills(e.g., concepts,procedures, processes,and/or technologies) infamiliar contexts







� communicates fordifferent audiencesand purposes withconsiderableeffectiveness


24

The Importance

of Health &

Physical

Education in the

Curriculum

The health and physical education

curriculum helps students develop an

understanding of what they need in

order to make a commitment to

lifelong healthy, active living and

develop the capacity to live satisfying,

productive lives. Healthy, active living

benefits both individuals and society

in many ways – for example, by

increasing productivity and readiness

for learning, improving morale,

decreasing absenteeism, reducing

health-care costs, decreasing anti-

social behaviour such as bullying and

violence, promoting safe and healthy

relationships, and heightening

personal satisfaction. Research has

shown a connection between increased

levels of physical activity and better

academic achievement, better

concentration, better classroom

behaviour, and more focused learning.

Other benefits include improvements

in psychological well-being, physical

capacity, self-concept, and the ability

to cope with stress. The expectations

that make up this curriculum also

provide the opportunity for students to

develop social skills and emotional

well-being. This practical, balanced

approach will help students move

successfully through elementary and

secondary school and beyond. In

health and physical education,

students will learn the skills needed to

be successful in life as active, socially

responsible citizens.

Overall Expectations:

Specific Expectations:



�

�

�

�

�

�

demonstrate personal and interpersonalskills and the use of critical and creativethinking processes as they acquireknowledge and skills in connection withthe expectations in the Active Living,Movement Competence, and HealthyLiving strands for this grade.

use self-awareness and self-monitoringskills to help them understand theirstrengths and needs, take responsibilityfor their actions, recognize sources ofstress, and monitor their own progress,as they participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livinguse adaptive, management, and copingskills to help them respond to thevarious challenges they encounter asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living

communicate effectively, using verbalor non-verbal means, as appropriate,and interpret information accurately asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livingapply relationship and social skills asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living to help them interactpositively with others, build healthyrelationships, and become effectiveteam members

use a range of critical and creativethinking skills and processes to assistthem in making connections, planningand setting goals, analysing and solvingproblems, making decisions, andevaluating their choices in connectionwith learning in health and physicaleducation

Personal Skills:

Interpersonal Skills:

Critical and Creative Thinking:

25

Living Skills: Grade 2





�

�

�

�

�

�

�

�

�

�

�

�

participate actively and regularly in awide variety of physical activities, anddemonstrate an understanding of thevalue of regular physical activity intheir daily lives;demonstrate an understanding of theimportance of being physically active,and apply physical fitness concepts andpractices that contribute to healthy,active living;demonstrate responsibility for their ownsafety and the safety of others as theyparticipate in physical activities.

actively participate in a wide variety ofprogram activities, according to theircapabilities while applying behavioursthat enhance their readiness and abilityto take partdemonstrate an understanding of factorsthat contribute to their personalenjoyment of being active as theyparticipate in a wide variety ofindividual and small-group activitiesidentify reasons for participating inphysical activity every day

Daily physical activity (DPA):participate in sustained moderate tovigorous physical activity, withappropriate warm-up and cool-downactivities, to the best of their ability fora minimum of twenty minutes each daydescribe different types of activities thatimprove the strength of the heart andlungsrecognize their degree of exertion inphysical activities by using simpleassessment methods and identify factorsthat affect their performance levelparticipate in setting and achievingrealistic personal and group goalsrelated to physical activity

demonstrate behaviours and applyprocedures that maximize their safetyand that of others during physicalactivityidentify ways of protecting themselvesand others, including those withmedical conditions, from safety riskswhile participating in physical activity

Active Participation:

Physical Fitness:

Safety:

Active Living: Grade 2

MovementCompetence: Skills,Concepts, andStrategies: Grade 2





�

�

�

�

perform movement skills, demonstratingawareness of the basic requirements ofthe skills and applying movementconcepts as appropriate, as they engagein a variety of physical activities;apply movement strategiesappropriately, demonstrating anunderstanding of the components of avariety of physical activities, in order toenhance their ability to participatesuccessfully in those activities.

demonstrate an understanding thatdifferent physical activities havedifferent components, and apply thisunderstanding as they participate in andexplore a variety of individual andsmall-group activitiesapply a variety of simple tactics toincrease their chances of success duringphysical activities

Movement Skills and Concepts:�

�

�

�

�

perform a variety of static balances withand without equipment, using differentbody parts at different levels andmaking different body shapesdemonstrate the ability to jump, hop,and land safely and in control, taking offfrom one foot or from two feetperform a variety of locomotormovements with and withoutequipment, travelling in differentdirections and at different speeds, andusing different pathwayssend objects of different shapes andsizes at different levels and in differentways, using different body partsreceive objects of different shapes andsizes at different levels and in variousways, using different body parts

Movement Strategies:





�

�

�

�

�

�

�

�

�

demonstrate an understanding of factorsthat contribute to healthy development;demonstrate the ability to apply healthknowledge and living skills to makereasoned decisions and take appropriateactions relating to their personal healthand well-being;demonstrate the ability to makeconnections that relate to health andwell-being – how their choices andbehaviours affect both themselves andothers, and how factors in the worldaround them affect their own and others’health and well-being.

demonstrate an understanding ofpractices that enhance personal safety inthe home and outdoorsidentify common food allergies andsensitivities and the reactions they mightcause

describe the difference betweenprescription medicines and non-prescription medicines, giving examplesof each, and identify rules for the properuse of all medicines

use Canada’s Food Guide to assess thenutritional value of meals, and identifyfood and beverage choices that enhancehealthy growth and developmentdemonstrate an understanding of how tomake healthy food choices for mealsand snacks, considering the factors theycan and cannot control

explain the importance of standing upfor themselves, and demonstrate theability to apply behaviours that enhancetheir personal safety in threateningsituations

Understanding Health Concepts:

Making Healthy Choices:

Personal Safety and Injury Prevention

Substance Use, Addictions, andRelated Behaviours

Healthy Eating

Personal Safety and Injury Prevention

Healthy Living:Grade 2

Making Connections for HealthyLiving:Personal Safety and Injury Prevention

Substance Use, Addictions, andRelated Behaviours

�

�

describe how to relate positively toothers, and describe behaviours that canbe harmful in relating to others

describe methods that may be usedinstead of or in combination withmedication to maintain good health andprevent or treat various health problems

26

� uses planing skills withlimited effectiveness




Useofplanningskills(e.g.,identifyingtheproblem,formulatingquestionsandideas,gatheringandorganizinginformation;developing fitnessplans;selectingstrategies)

Use of processing skills(e.g., synthesizinginformation, evaluatingrisk and determiningappropriate safetymeasures, revising fitnessgoals, detecting bias)

Use of critical/creativethinking processes (e.g.,goal setting, decisionmaking, problem solving;analysing movementskills, strategizing,reflecting on learning anddetermining steps forimprovement, critiquing)





� uses processing skillswith someeffectiveness





The student:

Knowledge of content(e.g., facts, definitions,skills, principles andstrategies, safe practicesand procedures)

Expression andorganization of ideas andinformation in oral,visual,and/or written forms (e.g.,demonstrations, role plays,conferences,presentations, posters,pamphlets, journals)














The student:

Achievement Chart for Health and Physical Education - Grades 1-8

Understanding of content(e.g., processes,techniques, ideas,relationships betweenconcepts)


The student:


Communication fordifferent audiences (e.g.,peers, teammates, adults)and purposes (e.g., toinform, instruct, promote)and in oral, visual, and/orwritten forms





27









Transfer of knowledgeand skills to new contexts(e.g., transfer ofmovement skills,strategies, and tacticsfrom a familiar physicalactivity to a new activity,transfer of planning skillsto contexts such asfitness, healthy eating,healthy sexuality)

Making connectionswithin and betweenvarious contexts (e.g.,between activeparticipation, learning inthe health and physicaleducation program, andhealthy, active living;between health andphysical education,other subjects, andpersonal experiences inand beyond school)



The student:

The student:

Use of health andphysical educationconventions, vocabulary,and terminology (e.g.,using and interpretingsignals and bodylanguage; using correctterminology to discussparts of the body, health-related componentsof fitness, phases ofmovement [preparation,execution, follow-through]) in oral, visualand/or written forms

Application of knowledgeand skills (e.g.,movementskills, concepts,principles, strategies;training principles; healthconcepts; safe practices;personal and interpersonalskills, includingteamwork, fair play,etiquette, leadership) infamiliar contexts (e.g.,physical activities, healthyliving discussions)

� uses conventions,vocabulary, andterminology withlimited effectiveness





� uses conventions,vocabulary, andterminology with someeffectiveness

� uses conventions,vocabulary, andterminology withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology with ahigh degree ofeffectiveness


28

Health and Physical Education: Strands, Subgroups, and Living Skills

Movement Competence: Skills, Concepts, Strategies

Healthy Living

Active Living

Active Participation�

�

Regular participation, variety,lifelong activityEnjoyment, motivation

Physical Fitness� Fitness development throughdaily physical activity, personalfitness plans

Safety� Personal safety and safety of

others during physical activity

Movement Skills and Concepts�

�

�

Movement skills – stability, locomotion, manipulationMovement concepts – body awareness, effort, spatialawareness, relationshipsMovement principles

Movement Strategies�

�

Components of physical activitiesStrategies and tactics in all physicalactivities

Understanding HealthConcepts� Understanding the factors that

contribute to healthy growthand development

Making Healthy Choices�Applying health knowledge,

making decisions aboutpersonal health and well-being

Making Connections forHealthy Living�Making connections to link

personal health and well-beingto others and the world aroundthem

Expectations in the Healthy Living strand focus on the following four health topics. Positivebehaviours in relation to each topic area contribute to overall mental health and emotionalwell-being.

Healthy EatingPersonal Safety and Injury PreventionSubstance Use, Addictions, and Related BehavioursHuman Development and Sexual Health

�

�

�

�

Mental Healthand Emotional

Well-being

Physical Literacy

Individuals who are physically literatemove with competence in a wide varietyof physical activities that benefit thedevelopment of the whole person.

Health Literacy

Health literacy involves the skills neededto get, understand and use information tomake good decisions for health. TheCanadian Public Health Association’sExpert Panel on Health Literacy definesit as the ability to access, understand,evaluate and communicate informationas a way to promote, maintain andimprove health in a variety of settingsacross the life-course.

29

Living Skills

Personal Skills�

�

�

�

�

�

�

�

Self-awarenessand self-monitoring skillsAdaptive,management, andcoping skills

CommunicationskillsRelationship andsocial skills

PlanningProcessingDrawingconclusions/presenting resultsReflecting/evaluating

Interpersonal Skills

Critical and Creative

Thinking

Education in the arts is essential to students’

intellectual, social, physical, and emotional growth

and well-being. Experiences in the arts – in dance,

drama, music, and visual arts – play a valuable role

in helping students to achieve their potential as

learners and to participate fully in their community

and in society as a whole. The arts provide a

natural vehicle through which students can explore

and express themselves and through which they

can discover and interpret the world around them.

Participation in the arts contributes in important

ways to students’ lives and learning – it involves

intense engagement, development of motivation

and confidence, and the use of creative and

Challenging

and

Inspiring

Feedback

(from Peers and Teacher)

and Reflection

Imagining

and

Generating

Planning

and

Focusing

Exploring

and

Experimenting

Producing

Preliminary

Work

Revising

and

Refining

Presenting,

Performing,

and Sharing

Reflecting

and

Evaluating

The Creative Process

30

dynamic ways of thinking and knowing. It is well

documented that the intellectual and emotional

development of children is enhanced through study

of the arts. Through the study of dance, drama,

music, and visual arts, students develop the ability

to think creatively and critically. The arts nourish

and stimulate the imagination, and provide

students with an expanded range of tools,

techniques, and skills to help them gain insights

into the world around them and to represent their

understandings in various ways. Study of the arts

also provides opportunities for differentiation of

both instruction and learning environments.

The Importance of the Arts

Achievement Chart - The Arts, Grades 1–8

The student:

� demonstrateslimitedknowledge ofcontent

� demonstratessomeknowledge ofcontent

� demonstratesthoroughknowledge ofcontent

� demonstratessome understandingof content

� demonstratesconsiderableunderstandingof content

� demonstratesthoroughunderstandingof content


The student:

� uses planningskills withlimitedeffectiveness

� uses planningskills with someeffectiveness

� uses planningskills with ahigh degree ofeffectiveness

� uses processingskills withlimitedeffectiveness

� uses processingskills withsomeeffectiveness

� usesprocessingskills with ahigh degree ofeffectiveness

� usescritical/creativethinkingprocesses withlimitedeffectiveness

� usescritical/creativethinkingprocesses withsomeeffectiveness

31

Knowledge of content(e.g., facts, genres, terms,definitions, techniques,elements, principles, forms,structures, conventions)

Understanding of content(e.g., concepts, ideas,procedures, processes, themes,relationships among elements,informed opinions)

Use of planning skills(e.g., formulating questions,generating ideas, gatheringinformation, focusingresearch, outlining, organizingan arts presentation orproject, brainstorming/bodystorming, blocking,sketching, using visualorganizers, listing goals in arehearsal log, inventingnotation)

Use of processing skills(e.g.,analysing, evaluating,inferring, interpreting,editing, revising, refining,forming conclusions,detecting bias, synthesizing)

Use of critical/creativethinking processes(e.g., creative and analyticalprocesses, design process,exploration of the elements,problem solving, reflection,elaboration, oral discourse,evaluation, critical literacy,metacognition, invention,critiquing, reviewing)


� uses planningskills withconsiderableeffectiveness

� uses critical/creativethinkingprocesses withconsiderableeffectiveness

� uses critical/creative thinkingprocesses with ahigh degree ofeffectiveness

� demonstrateslimitedunderstanding ofcontent

� uses processingskills withconsiderableeffectiveness

� demonstratesconsiderableknowledge ofcontent

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the

comprehension of its meaning and significance (understanding)


The student:

Expression and organization ofideas and understandings in artforms

andin oral and written forms

, includingmedia/multimedia forms

,

(dance, drama, music, and thevisual arts)

(e.g.,expression of ideas and feelings usingvisuals, movements, the voice,gestures, phrasing, techniques)

(e.g.,clearexpression and logical organizationin critical responses to art works andinformed opinion pieces)

Use of conventions in dance,drama, music, and the visual arts

andarts vocabulary and terminologyin oral and written forms

(e.g., allegory, narrative or symbolicrepresentation, style, articulation,drama conventions, choreographicforms, movement vocabulary)


The student:

32


Application of knowledge andskills

in familiar contexts

(e.g., performance skills,composition, choreography,elements, principles, processes,technologies, techniques, strategies,conventions)(e.g., guided improvisation,performance of a familiar work, useof familiar forms)

Transfer of knowledge and skills

to new contexts(e.g., concepts, strategies, processes,techniques) (e.g., awork requiring stylistic variation, anoriginal composition, student-ledchoreography, an interdisciplinaryor multidisciplinary project)

Making connections within andbetween various contexts (e.g.,between the arts; between the artsand personal experiences and theworld outside the school; betweencultural and historical, global,social, and/or environmentalcontexts; between thearts and other subjects)

�makesconnectionswithin andbetween variouscontexts withlimitedeffectiveness

� transfersknowledge andskills to newcontexts withsomeeffectiveness

� appliesknowledge andskills in familiarcontexts withsomeeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts with someeffectiveness

�communicates fordifferentaudiences andpurposes withsomeeffectiveness

� expresses andorganizes ideasandunderstandingswith someeffectiveness

� communicates fordifferentaudiences andpurposes withlimitedeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts withlimitedeffectiveness

� expresses andorganizes ideasandunderstandingswith a high degreeof effectiveness

�expresses andorganizes ideasandunderstandingswith considerableeffectiveness

Communication for differentaudiences

and purposesthrough the arts

andin oral and written forms

(e.g., peers, adults,younger children)

(e.g., dramapresentations, visual arts exhibitions,dance and music performances)

(e.g.,debates, analyses)

� uses conventions,vocabulary, andterminology of thearts withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thearts with a highdegree ofeffectiveness

� appliesknowledge andskills in familiarcontexts withlimitedeffectiveness

� applies knowledgeand skills infamiliar contextswith considerableeffectiveness

�

to newcontexts withlimitedeffectiveness

transfersknowledge andskills

� transfersknowledge andskills to newcontexts withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts with a highdegree ofeffectiveness

� applies knowledgeand skills in familiarcontexts with a highdegree ofeffectiveness

� communicates fordifferent audiencesand purposes with ahigh degree ofeffectiveness

�makes connectionswithin and betweenvarious contextswith a high degreeof effectiveness

�makesconnections withinand betweenvarious contextswith considerableeffectiveness

�makesconnectionswithin andbetween variouscontexts withsomeeffectiveness

� communicates fordifferentaudiences andpurposes withconsiderableeffectiveness

� expresses andorganizes ideasandunderstandingswith limitedeffectiveness

Overal ExpectationsBy the end of Grade 2, students will:

apply the creative process to thecomposition of simple dancephrases, using the elements ofdance to communicate feelingsand ideas;

� Creating and Presenting:

Students in Grade 2 will develop or extend understanding of the following concepts through participationin various dance experiences (e.g., exploring pathways, directions, and shapes to alter familiaractivities),with particular emphasis on body and space.

body awareness (e.g., awareness of where one is in space in relation to objects in class), use ofbody zones (e.g., the right side of the body only versus the left side only), use of body parts (e.g., arms,legs, fingertips, torso), shapes, locomotor movements (e.g., running, galloping, crawling, creeping),non-locomotor movements (e.g., jumping, turning), body bases (e.g., knees as base, back as base)

levels (e.g., middle level, expanding movements), pathways (e.g., straight, curvy, zigzag),directions (e.g., diagonal), size of movement

freeze, tempo (e.g., stop/start, sudden, quick, sustained), rhythm (e.g., even, uneven)force, quality (e.g., exploding, bouncing, shaking, smooth, delicate)

(e.g., shadowing with a partner)

ELEMENTS OF DANCE

•

•

•••

body:

space:

time:energy:relationship:

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate their feelings,ideas, and understandings inresponse to a variety of dancepieces and experiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of dance forms andstyles from the past andpresent, and their social and/orcommunity contexts.

Drama: Grade 2

Dance: Grade 2


� Creating and Presenting: applythe creative process to dramaticplay and process drama, usingthe elements and conventions ofdrama to communicate feelings,ideas, and stories;

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate feelings, ideas,and understandings inresponse to a variety of dramaworks and experiences;

� Exploring Forms andCultural Contexts:demonstrate anunderstanding of a variety ofdrama and theatre forms andstyles from the past andpresent, and their socialand/or community contexts.

33

Dance: Fundamental Concepts for Grade 2

Music: Grade 2


apply the creative process tocreate and perform music for avariety of purposes, using theelements and techniques ofmusic;

� Creating and Performing: � Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate their feelings,ideas, and understandings inresponse to a variety of musicand musical experiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of musical genresand styles from the past andpresent, and their socialand/or community contexts.

In Grade 2, students will build on their knowledge ofthe elements of music and related musical conceptsthat were introduced in Grade 1. Students will developunderstanding of musical concepts throughparticipation in various musical experiences (e.g.,listening, singing, moving, playing with musicalinstruments and manipulatives). These experienceswill include reading simple rhythmic notation andinterpreting simple visual representations (e.g., longand short lines, contour patterns on a one-line staff ora two-line staff, various icon symbols such as picturesor invented symbols).

half note (oral prompt: “ta-ah”), half rest,whole note (oral prompt: “ta-ah-ah-ah”), whole rest

ELEMENTS OF MUSIC• duration:

•

•

•

•

•

pitch:

dynamics and other expressive controls:

timbre:

texture/harmony:

form:

crescendodecrescendo/diminuendolegato staccato

high “do”, simple melodic ostinato, melodicpatterns, melodic patterns using notes of a pentatonicscale (e.g., “do–re–mi–so–la”, “do–re–fa–so–la”)

gradationsin volume encountered in music listened to, sung, andplayed (e.g., getting louder [ ], getting softer[ ]); articulation (e.g., smooth[ ], detached [ ])

classification of instruments by listening totheir sound (e.g., wind [woodwind, brass], stringed,electronic, membrane, pitched percussion instruments)

single melodic line in unison songwith simple accompaniment (homophony), bordunpatterns on “do” and “so”

phrase, binary (AB) form, simple verse andchorus

34

Music: Fundamental Concepts for Grade 2

Drama: Fundamental Concepts for Grade 2

Students in Grade 2 will develop or extend understanding of the following concepts through participationin various drama experiences.

adopting the attitude/point of view of a fictional character (e.g., in dialogue and writing in

role); using body language (e.g., posture, gestures, facial expression), costumes, and props appropriate to a

character; varying vocal levels, tones, and ranges to support the depiction of a characterlistening and responding in role to other characters in role

establishing a fictional setting and relating to it in rolebeing aware of a sense of mystery or a problem to be solved

identifying the main idea or central theme of the drama

ELEMENTS OF DRAMA

•

••••

role/character:

relationship:time and place:tension:focus and emphasis:

Visual Arts:

Grade 2

Visual Arts: Fundamental Concepts for Grade 2


applythe creative process to produce avariety of two- and three-dimensional art works, usingelements, principles, andtechniques of visual arts tocommunicate feelings, ideas, andunderstandings;

� Creating and Presenting: � Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate feelings, ideas, andunderstandings in response to avariety of art works and artexperiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of art forms,styles, and techniques fromthe past and present, and theirsocial and/or communitycontexts.

In addition to the concepts introduced in Grade 1, students will develop understanding of the followingconcepts through participation in a variety of hands-on, open-ended visual arts experiences.

Students will develop understanding of all elements of design.horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes

symmetrical shapes and forms (e.g., shapes and forms in buildings)overlapping of objects to show depthsecondary colours (various colours made by mixing equal amounts of primary colours, such as

violet, orange, green); mixing of colours with a limited palettetextures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric);

illusion of texture (e.g., a rough texture created by patterns of lines); impasto (thick, textured paint)mixing of a tint; identification of light and dark

Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm,variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 2 willbe on repetition and rhythm.

repetition of colour and shape in patterns; random, alternating, and regularpatterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C. Escher)

ELEMENTS OF DESIGN

PRINCIPLES OF DESIGN

••••

•

•

•

line:shape and form:space:colour:

texture:

value:

repetition and rhythm:

35

expectations for grade 2 - durham district school · pdf fileguide the ontario curriculum...

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