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The 1/2 ClassroomA STARTING POINT FOR PEEL TEACHERS Long Range Plans for Combined GradesLast updated April 2014

LONG RANGE YEAR PLANS FOR COMBINED GRADE 1/2

LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWOLast updated April 2014

The following people made significant contributions to this resource and are gratefully acknowledged

We would love to know what you think!

If you would like to offer feedback/suggestions or share units you have created for this resource please contact Kurt Uriarte at [email protected]

Copies are available at www.etfopeel.com

PETL Executive

PETL New Teacher Committee

Executive Liaison/Editor Kurt Uriarte

WRITING TEAMS Annette Ackermann Pam Evoy Lisa Graham Maureen Murphy Karen Ott Deborah Solomon

ADVISORY SUPPORT Janet Miller Grant Joanne Meyers Tim Cunningham Heather Thompson

A STARTING POINT FOR PEEL TEACHERS: Long Range Plans for Combined Grades

Acknowledgements

Feedback


LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWOLast updated April 2014 1


Introduction ONE OF THE LARGEST CHALLENGES for a teacher of a combined grade is how to best balance two sets of cur-riculum expectations in a wide variety of program areas. Simply trying to get an understanding of the two curricu-la, looking for possible points of integration and deter-mining what to teach can be overwhelming for even the most experienced teacher.

Over the last few years there has been a marked increase in the creation of combined grades resulting in a greater need for additional support for those teachers who are in these classrooms.

This document was created by Peel teachers for Peel teachers in order to assist combined grade teachers with planning support, by providing a basic framework of what Long Range Plans might look like for combined grades classrooms.

In addition to the Long Range Plans, ideas for unit inte-gration and a variety of tasks to aid in planning have

been included. Our hope is that this resource will serve as a starting point for teachers as they begin to flesh out the various assessment/instructional tasks and other program planning requirements specific to their school and classroom situation.

It is important to stress that this document is only intended to be a basic framework designed to assist teachers with support in mapping out the curriculum needs for the year, and is in no way intended to be adhered to strictly. While using these documents teachers will need to use best judgment and possibly adjust the order of units, time lines, material and change/ incorporate additional information as needed to best meet the specific needs of the learners in their classroom.

These Long Range Plans were created using the Overall Expectations (OE) in the Ontario curriculum documents available as of April 2014. Please be advised

that a teacher must incorporate any new Ontario curricu-lum documents after this date of publication.

Your Union will continue to monitor and review the implications of combined grades and work with teachers who have concerns with increased expectations on their workload in the area of planning, instruction and report-ing. The PETL continues to encourage members to work with us through any work load concerns. For further information on ETFO’s position on combined grades visit www.etfo.ca (http://www.etfo.ca/AboutETFO/ Governance/PolicyStatements/Pages/default.aspx)

For further assistance with combined class planning the PETL local has purchased the ETFO resource “Learn-ing Together: A Teacher’s Guide to Combined Grades” for all Peel school libraries.

2LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWOLast updated April 2014


Each grade pairing is chunked into four units of time, to loosely align with the school year calendar, reflecting reporting periods. Start-of-Year (Sept./Oct.) Term One (Nov.–Jan.) Term Two (Feb.–Apr.) Year End (May/Jun.)

Each unit includes Big Ideas, Culminating Tasks, Perfor-mance Tasks, Subtasks, Guiding Questions and clusters of curriculum Overall Expectations (OE) from the Science and Tech, Social Studies, Language, Mathematics and Arts strands. (Teachers who teach their own Health and Physical Education or Music will need to incorporate this curriculum area.)

BIG IDEAThe Big Idea is the concept which unifies the curriculum being taught during a specific block of time and is the idea students should remember long after the unit is over and details forgotten.

CULMINATING TASKSThe Culminating Task is the final assessment of learn-

ing for the cross curricular unit and allows students to authentically demonstrate all the formative learning from the unit.

In creating the Culminating Tasks the authors were careful to develop tasks that were engaging and con-nected to real world experiences.

While creating a unit with this long range plan teachers need to refer back to the Big Idea and ensure all learning experiences lead to the Culminating Task through a backward design model of planning.

SUBTASKS The Subtasks help ensure that the skills required to move students forward to complete the culminating task are taught.

PERFORMANCE TASKWithin each subject area specific Performance Tasks are suggested.

These tasks are separate from the Culminating Task and are not integrated with other curriculum areas but rather help ensure an overall expectation is covered. These tasks may be modified to suit a teacher/class need, and are used as assessments of learning. Teach-ers will need to consider skills students require to have been taught prior to or subsequent to the Performance Task in each subject area. How best to teach the skills needed to complete the Performance Task is up to the professional judgment of the teacher.

GUIDING QUESTIONS Used to encourage critical thinking and guide rich con-versations that reinforce the Big Idea.

Format Definitions


Overall Expectation and Performance Tasks

SCIENCE AND TECHNOLOGY SOCIAL STUDIES LANGUAGE CONNECTIONS MATH CONNECTIONS ARTS


LONG RANGE YEAR PLANS FOR COMBINED GRADE 1/2September/October BIG IDEA: Community

CULMINATING TASK: Students build a model of a community as a class. Grade one’s will each build a structure that serves a function and the grade 2s will build a structure that has a moving part and represents their cultural heritage. Grade one’s will develop a set of rules for the community. They design a fence that has a repeating pattern while the grade two’s design one with a repeating and growing or decreasing pattern. Both grades create and solve a number story about the community. They will design a flag, research a dance in their community and rewrite the words to “These are the people in my neighbourhood” to represent the cultural diversity of a Canadian community.

Understanding Structures and Mechanisms

Grade 1: Objects and Structures

OE1. assess the impact on people and the environ-ment of objects and structures and the materials used in them;

OE2. investigate structures that are built for a spe-cific purpose to see how their design and materials suit the purpose;

OE3. demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.

Grade 2: Movement

OE1. assess the impact on society and the environ-ment of simple machines and mechanisms;

OE2. investigate mechanisms that include simple machines and enable movement;

OE3. demonstrate an understanding of movement and ways in which simple machines help to move objects.

Heritage and Identity

Grade 1: Our Changing Roles and Responsibilities

A3. Understanding Context: demonstrate an under-standing that they and other people have different roles, responsibilities, and relationships, and that all people should be treated with respect, regardless of their roles, relationships, and responsibilities (FOCUS ON: Significance) .

Grade 2: Changing Family and Community Traditions

A3. Understanding Context: describe some of the major groups in their community, including differ-ent types of families, and some of the ways in which traditions and heritage are passed on by such groups (FOCUS ON: Interrelationships; Significance).

SUB TASK

Grade 1: Develop the rules and responsibilities for the community that is being built by the class;

Grade 2: All About Me — personal presentation on their culture (food, clothing, language and art, and the flag).

GUIDING QUESTION:

Grade 1 and 2:

What are the features of a community?

How do we build a community?

Oral Language

Grade 1 and 2

OE1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

Reading

Grade 1 and 2

OE1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Writing

Grade 1 and 2

OE1. generate, gather, and organize ideas and information to write for an intended purpose and audience.

Media

Grade 1 and 2

OE1. demonstrate an understanding of a variety of media text.

SUB TASK

Orally, or in writing/pictures, describe the structure they built, to a specified audience.

Number Sense and Numeration

Grade 1

OE1. read, represent, compare, and order whole numbers to 50, and use concrete materials to inves-tigate fractions and money amounts.

Grade 2

OE1. read, represent, compare, and order whole numbers to 100 and use concrete materials to rep-resent fractions and money amounts to 100¢.

SUB TASK

Grade 1 and 2

Using a black line master (teacher made), put a number of houses on a street. Ensure there is enough space on each house for students to label with a number. Independently, or in small groups, ask the students to label houses with numbers. Once completed, ask students to place the houses in sequential order, and explain their thinking using other manipulatives.

Patterning and Algebra

Grade 1

OE1. Identify, describe, extend and create repeating patterns.

Grade 2

OE1. Identify, describe, extend and create repeating patterns, growing patterns and shrinking patterns.

Exploring Forms and Cultural Contexts

Grade 1 and 2

Dance

A3. demonstrate an understanding of a variety of dance forms and styles from the past and present, and their social and/or community contexts.

Drama

B3. demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community contexts.

Music

C3. demonstrate an understanding of a variety of musical genres and styles from the past and pres-ent, and their social and/or community contexts.

Visual Arts

D3. demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts.




LONG RANGE YEAR PLANS FOR COMBINED GRADE 1/2September/October BIG IDEA: Community continued

GUIDING QUESTION

Grade 1 and 2: What do we need to think about when we build something?

SUB TASK

Grade 1: Design and build a model of a structure of their choice, built from common materials and to specifications.

Grade 2:

Design and build a model of a structure of their choice that moves (e.g. car, mailbox that opens) built from common materials and to specifications and represents their cultural heritage. (e.g. mosque, Indian grocery store).

Students will combine their structures to create a model of a community.

SUB TASK

Grade one and two

Design a fence for a backyard in the community.

Grade 1: A fence with a repeating pattern.

Grade 2: A fence with a repeating pattern and a growing or decreasing pattern. Once the fences are designed, have students describe the pattern rule.

Geometry and Spatial Sense

Grade 1

OE1. identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes;

OE3. describe the relative locations of objects using positional language.

Grade 2

OE1. identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties;

OE3. Describe and represent the relative locations of objects, and represent objects on a map.

SUB TASK

Grade 1

Individual performance based assessment: Provide a map of the community on a large piece of paper. Use Lego characters as people for the class-room. Prompt the student to place the Lego character beside, in front of, on top of, the objects on the map.

The teacher then places the characters on the paper and asks the students to describe each char-acter’s relationship to the object on the map (e.g. the man is beside the desk).

Grade 2

Grade twos will look at the community that has been built in class. They will draw a simple map of the community. Then they will orally describe the relative locations of objects, using positional language (e.g. beside, in front of, to the left of).

SUB TASK

Grade one and two

Dance

Find out about dances from different cultures in the community.

Drama

Act out the safety rules they create for the community.

Music

Rewrite the lyrics for “These are the people in your neighbourhood” to represent the cultural diversity of a Canadian community.

Art

Create a flag for the community built by the class that represents the student’s cultures, incorporat-ing colours from all of the flags represented in the classroom community.





November/December/January BIG IDEA: Relationships

CULMINATING TASK: Use technology to create a comic strip. The grade one comic strip character is shown experiencing the four seasons as well as times of day. The grade twos’ character is a SUPERHERO who must use the powers of AIR/WATER to save the environment.

Understanding Earth and Space Systems

Grade 1: Daily and Seasonal Changes

OE1. assess the impact of daily and seasonal changes on living things, including humans;

OE2. investigate daily and seasonal changes;

OE3. demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

Grade 2: Air and Water in the Environment

OE1. assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;

OE2. investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;

OE3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

Heritage and Identity

Grade 1: Our Changing Roles and Responsibilities

A1. Application: describe some of the ways in which people’s roles, relationships and responsibili-ties relate to who they are and what their situation is, and how and why changes in circumstances might affect people’s roles, relationships and responsibilities as well as their sense of self (FOCUS ON: Continuity and Change);

A2. Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between their identity/sense of self, their differ-ent roles, relationships, and responsibilities, and various situations in their daily lives (FOCUS ON: Interrelationships).

Grade 2: Changing Family and Community Traditions

A1. Application: compare some significant tradi-tions and celebrations among diverse groups and at different times, and identify some of the reasons for changes in these traditions/celebrations (FOCUS ON: Perspective; Cause and Consequences);

A2. Inquiry: use the social studies inquiry process to investigate some of the past and present tradi-tions and celebrations within their own family and the communities to which they belong (FOCUS ON: Continuity and Change).

SUB TASK

Grade 1 and 2

Use a tool of technology to create a “No David” comic strip (picture with words for grade 2), that depicts an event that happened to them.

Oral Language

Grade 1 and 2

OE2. use speaking skills and strategies appropri-ately to communicate with different audiences for a variety of purposes.

Reading

Grade 1 and 2

OE2. recognize a variety of text forms, text features and stylistic elements and demonstrate under-standing of how they help communicate meaning.

Writing

Grade 1 and 2

OE2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Media Literacy

Grade 1 and 2

OE2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Measurement

Grade 1

OE1. estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size.

Grade 2

OE1. estimate, measure, and record length, perim-eter, area, mass, capacity, time, and temperature, using non-standard units and standard units.

PERFORMANCE TASK

Grade 1 and 2

Estimate and measure the height of three books that vary in size and order them from smallest to tallest. Grade 1 will use only non-standard units (hands, popsicle sticks) and grade 2 will use non-standard AND standard units.

Data Management

Grade 1

OE1. collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to the order of labels on the horizontal axis;

OE2. read and describe primary data presented in concrete graphs and pictographs.

Grade 2

OE1. collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels or-dered appropriately along horizontal axes, as needed;

Grade 1 and 2: Creating and Presenting

Dance

A1. apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas.

Drama

B1. apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories.

Music

C1. apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music.

Visual Arts

D1. apply the creative process to produce a variety of two- and three-dimensional art works, using ele-ments, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.

SUBTASK

Grade 1 and 2

Visual Arts

Create a three-dimensional representation of their comic strip character.





SUB TASKS

Grade 1 and 2

Reading

Use “No David” books by David Shannon: Discuss David’s behaviour and use that to discuss the rules, and how they are different in different families, dif-ferent cultures and different contexts. Also examine features of a narrative. Have the Grade One students do an oral retell of one of the “No David” books. The grade two students complete a beginning/middle/end graphic organizer.

Writing/Oral

Recount a story of when they got in trouble.

Media Literacy

Introduce students to the techniques for reading a comic strip. Discuss the features of this text form.

OE2. read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers.

PERFORMANCE TASK

Grade 1 and 2

Create a tally chart to collect data in their class on a responsibility ( making your bed, loading a dish-washer, setting the table), they identified in their discussion of the David books (grade one) or the different cultures they have learned about (grade two). Use the data to create a graph to display the data and describe what the data is telling them.

Drama

Create a skit to dramatize the story they write about a time when they got into trouble.

Dance

Grade 1

Create a movement series to represent seasonal changes.

Grade 2

Create a movement series to represent changes in the air/water cycle.

Music

Create a beat to correspond to a traditional song (e.g., using rhythm sticks or clapping).

November/December/January BIG IDEA: Relationships continued



7LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWOLast updated April 2014

LONG RANGE YEAR PLANS FOR COMBINED GRADE 1/2February/March/April BIG IDEA: Human and Natural Interactions

CULMINATING TASK: At Recycle Public School, Room 12 wants to be the most eco-friendly room in the school. The students do an “energy audit” of the classroom, the focus for grade two students will be tracking the water use and for the grade one students it would be energy use. They will track water and energy use and then make plans to reduce waste.

Understanding Matter and Energy

Grade 1: Energy in our Lives

OE1. assess uses of energy at home, at school, and in the community, and suggest ways to use less energy;

OE2. investigate how different types of energy are used in daily life;

OE3. demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of energy for the earth.

Grade 2: Properties of Liquids and Solids

OE1. assess ways in which the uses of liquids and solids can have an impact on society and the environment;

OE2. investigate the properties of and interactions among liquids and solids;

OE3. demonstrate an understanding of the properties of liquids and solids.

GUIDING QUESTION

Grade 1 and 2: How might someone use the information that you gathered?

Who might find this information useful? Why?

SUB TASK

Grade 1: Students do a survey of the energy use in the classroom and make a plan to reduce waste.

Grade 2: Students do a survey of the water use in the classroom and make a plan to reduce waste.

People and Environments

Grade 1: The Local Community

B1. Application: describe some aspects of the inter-relationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelation-ships).

Grade 2: Global Communities

B3. Understanding Context: identify and locate vari-ous physical features and selected communities around the world, and describe some aspects of people’s ways of life in those communities (FOCUS ON: Significance).

GUIDING QUESTION

Grade 1 and 2: What are we doing as a school/class-room community to reduce, reuse and recycle?

SUB TASK

Grade 1:

Using the graphic organizer of their choice (e.g., flowchart, mind map) show how the different community members interact to manage garbage, turning it into energy and reducing the impact of humans on the environment.

Grade 2:

Using media (print or electronic), investigate water availability around the world. In order to answer the question: “How does water affect our daily lives?”, students will compare themselves and their daily use of water to that of an imaginary child from a place where water is not readily available.

Oral Language

Grade 1 and 2

OE1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

Reading

Grade 1 and 2

OE3. use knowledge of words and cueing systems to read fluently.

Writing

Grade 1 and 2

OE3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Media

Grade 1 and 2

OE3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

SUB TASK

Create a mind map using technology (Smart Ideas) that demonstrates what they can do to reduce, reuse and recycle.

Number Sense

Grade 1

OE2. demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20;

OE3. solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies.

Grade 2

OE2. demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points;

OE3. solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multi-plication and division.

SUB TASK

Grade 1: At Recycle Public School, the students are trying to have fewer bags of garbage. On garbage day, there are fewer than 10 bags of garbage for the grade one’s and two’s. How many could each grade have?

Grade 2: At Recycle Public School, the older stu-dents are also counting garbage bags. On garbage day, there are fewer than 100 empty water bottles for the grade one’s, two’s and three’s. How many empty water bottles could each class have?

Reflecting, Responding and Analyzing

Grade 1 and 2

Dance

A2. apply the critical analysis process to communi-cate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences.

Drama

B2. apply the critical analysis process to communi-cate feelings, ideas, and understandings in response to a variety of drama works and experiences.

Music

C2. apply the critical analysis process to commu-nicate their feelings, ideas, and understandings in response to a variety of music and musical experiences.

Visual Arts

D2. apply the critical analysis process to commu-nicate feelings, ideas, and understandings in response. to a variety of art works and art experiences.



8



February/March/April BIG IDEA: Human and Natural Interactions continued

Patterning and Algebra

Grade 1

OE2. demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10.

Grade 2

OE2. demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18.

PERFORMANCE TASK

Grade 1 and 2

Planet Woman has special powers and can move anything she wants! She wants to make sure all of the lakes have the same number of fish so the lakes are healthy. Each lake has 20 fish ( children can decide their own numbers if they would like) , and there are two kinds of fish. How many of each type could there be? Have them show their thinking us-ing pictures, word and or numbers .

PERFORMANCE TASK

Grade 1 and 2

Visual Arts

In groups, students produce a piece of 3D art using recycled materials brought from home. Using the students artwork, have a Gallery Walk. Have students critically analyze one or two pieces of art based on the critical analysis criteria provided.

Dance

Work with a partner to create a series of move-ments to communicate what they have learned about our impact on the environment. Students then team up with another pair and provide de-scriptive feedback to each others’ dances.

Drama

Watch a video, play or commercial with an environ-mental theme and give students the prompt, “If you could give the actor advice, what would you like to say to him or her?”

Music

Listen to a variety of music and have students iden-tify the mood that is being created by the music.



9



April/May/June BIG IDEA: Cause and Effect

Design an imaginary animal and create the environment where this animal would live. Both grades will create an animal and explain a characteristic of that animal (e.g. the way in which the animal moves, where it lives, physical features and what it eats). Grade two’s will also explain how the characteristics of their animal are linked to the environment in the animal lives and how the characteristics help it to survive.

Understanding Life Systems

Grade 1: Needs and Characteristics of Living Things

OE1. assess the role of humans in maintaining a healthy environment;

OE2. investigate needs and characteristics of plants and animals, including humans;

OE3. demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.

Grade 2: Growth and changes in animals

OE1. assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;

OE2. investigate similarities and differences in the characteristics of various animals;

OE3. demonstrate an understanding that animals grow and change and have distinct characteristics.

GUIDING QUESTION

Grade 1 and 2

What are some ways that humans help and/or hurt other living things?

People and Environments

Grade 1: The Local Community

B2. Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural and built features of their local community, with a focus on significant short- and long-term effects of this inter-relationship (FOCUS ON: Cause and Consequence);

B3. Understanding Context: describe significant aspects of their community with reference to different areas, services, and natural and built features, demonstrating an understanding of some basic ways of describing location and measuring distance (FOCUS ON: Significance; Patterns and Trends).

Grade 2: Global Communities

B1. Application: describe some similarities and differences in the ways in which people in two or more communities in different parts of the world meet their needs and have adapted to the location, climate, and physical features of their regions (FOCUS ON: Cause and Consequence);

B2. Inquiry: use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the climate, of selected communities and the ways in which people in those communities live (FOCUS ON: Interrelationships; Patterns and Trends).

Reading

Grade 1 and 2

OE1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

OE4. reflect on and identify their strengths as read-ers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Writing

Grade 1 and 2

OE1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

OE4. Reflect on and identify their strengths as writ-ers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Oral Language

Grade 1 and 2

OE2. Use speaking skills and strategies appropri-ately to communicate with different audiences for a variety of purposes;

OE3. Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral com-munication situations.

Measurement

Grade 1

OE2. compare, describe, and order objects, using attributes measured in non-standard units.

Grade 2

OE2. compare, describe, and order objects, using attributes measured in standard units.

PERFORMANCE TASK

Grade 1 Find three objects in the classroom that can fit on top of your desk. Draw a picture of the objects in order and describe each one. Use classroom materials to measure and order the objects (e.g. toothpicks, cube-a-links, etc.).

Grade 2 Same as above, but students use a standard measuring tool (e.g. ruler, scale, thermometer, etc.) and record their measurements.

Geometry

Grade 1 and 2

OE2. compose and decompose common two-dimensional shapes and three-dimensional figures.

PERFORMANCE TASK

Grade 1 and 2

Using their animal sanctuary habitats, describe/explain the two dimensional shapes and three dimensional figures used. Explain why the shapes and figures were necessary to build the habitat.

Exploring Forms and Cultural Contexts

Grade 1 and 2

Dance

A3. apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas.

Drama

B1. apply the creative process to dramatic play and process drama, using the elements and con-ventions of drama to communicate feelings, ideas, and stories.

Music

C1. apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music.

Visual Arts

D1. apply the creative process to produce a variety of two- and three-dimensional art works, using ele-ments, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.



10



April/May/June BIG IDEA: Cause and Effect continued

SUB TASK

Grade 1 and 2

You want to help humans make choices and decisions that help animals. Design an animal sanctuary that provides all of the needs of all the animals and will change as the needs of the ani-mals change. Students can draw the design or build it with plasticine.

GUIDING QUESTION

Grade 1 and 2

What makes us alike and different?

PERFORMANCE TASK

Students will go on a community walk.

Given a template of the neighbourhood, have them draw the pictures or take pictures of what they saw then paste them onto the map.

Grade 1

Given a template of the neighbourhood, have them add the important features (e.g., with cut-out pictures, plasticine). Have them talk about why the features are important.

Grade 2

Choose a country. Compare and contrast the food, clothing, recreation and transportation of the chosen country, to what would be found in our community. Explain why they might be different or the same?

Media Literacy

Grade 1 and 2

OE3. Create a variety of media texts for different purposes and different audiences, using appropri-ate forms, conventions, and techniques;

OE4. Reflect on and identify their strengths as media interpreters and creators, areas for improve-ment, and the strategies they found most helpful in understanding and creating media texts.

SUB TASK

Grade 1 and 2

Students write a report on their animal. Included with the report is an explanation as per the culmi-nating task requirements.

PERFORMANCE TASK

Grade 1 and 2

Students prepare a portfolio of their best work in each strand (media literacy, writing, reading) and talk about their strengths and needs in each area.

GUIDING QUESTION

Why did you use these shapes or figures?

What other shapes/figures could you have used to create your habitat?

Data Management and Probability

Grade 1

OE3. describe the likelihood that everyday events will happen.

Grade 2

OE3. describe probability in everyday situations and simple games.

PERFORMANCE TASK

Grade 1: Give students a list of events that are related to their study of the needs of Living Things, and ask them to indicate the likelihood that the event will occur. (e.g., If you don’t water your plant it will die. If your cat gets food everyday, he will be healthy).

Grade 2: Welcome to ANIMAL LAND! Your job is to create a spinner for one of the game booths where you can win a poster of your favourite animal. The spinner must have three possible numbers on which to land, and it should be twice as likely to land on one section than another.

PERFORMANCE TASK

Grade 1 and 2

The community is having a fundraising event for the animal sanctuary. Auditions are taking place for music, drama, dance and art for the opening event.

Students prepare the following pieces:

Visual Arts

Create a logo for the community event.

Dance

Create a group dance for the opening event. You could possibly mimic the movements of your animal from the sanctuary in your dance.

Drama

Act out a day in the life of your animal.

Music

Use rhythm instruments and found sounds to show the mood of the skit they created for drama.

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