Unit Plan Template

A template based on Understanding by Design

Title of Unit

Canada and Canadian Animals

Grade

Grade 2

Level
Subject

Socials and Science

Time

2 to 3 Weeks

Frame
Developed By

Hayley Montana

Stage 1 Desired Results

Prescribed Learning Outcomes:
Socials:
A1
A3
A4
B4

interpret simple maps using cardinal directions, symbols, and simple legends
gather information from a variety of sources for presentation
present information using oral, written, or visual representations
identify significant language and cultural characteristics of Canadian society

Science:

-classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
- describe some changes that affect animals
- describe how animals are important in the lives of Aboriginal peoples in BC
- describe ways in which animals are important to other living things and the environment

Unit Theme/Issue of Inquiry/Narrative

This unit will have a focus on Canadian culture and geography. Students will be building on their
previous knowledge of their country, things they are very familiar with, things they have seen
around them, and the knowledge they have gained throughout their education thus far. This unit
looks at many different aspects of Canada: Canadian animals, maps of Canada, symbols of Canada,
and Canadian Culture.

Rationale:
This unit aligns very well with many of the PLOs for both socials and science. Canadian Identity and
culture is an important aspect of students lives. It is very important for students to be
knowledgeable about the country they live in, understanding the world around them will help
deepen their learning and comprehension, as well as encourage inquiry.
Understandings:
Students will better understand the world
around them and the country they live in.

Essential Questions:
What does it mean to be Canadian?
Why is living in Canada so great?

Stage 2 Assessment Evidence

Formative Assessments

Summative Assessments

-Observations
-Questioning
-Discussions
-Blogs

-Questioning
-Blogs
-Presentations
-Writing Assignment

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Some students ESL students may have difficulty with some vocabulary: we will be reading
everything together as a class and going over any confusions that may arise, this will prevent any
anxiety or frustration that may arise.
Introducing the Unit:
Read aloud of: Good morning Canada and Goodnight Canada at the carpet.
Class discussion on: What makes us Canadians? What are some things that represent Canada and
Canadians?
Explore word / picture wall set up by teacher review maps / symbols / animals

Blog post: What makes you Canadian? Tell me about qualities or virtues you have that make you
Canadian, as well as your passions and likes.
#
1

Lesson
Title
Mappin
g/
Mystery
Skype

Canadia
n
Symbol
s

3
Beavers

Canadia

Lesson Activities (Learning Experiences)

-Worksheet on compass rose:
-Why do we draw a compass on our maps?
-What do the letters stand for?
-Why is it important to know your directions?
-Rhyming song to remember the order of directions
-Simple map of Canada (provinces):
-Students colour each province a different colour
-Students draw a compass rose on their maps (assessment)
-Mystery Skype with another Canadian Classroom:
-Students will ask each other questions to narrow down where in
Canada they are, teacher will navigate Google maps on projector
to help familiarize students with Canadas geography
-Worksheet on Canadian symbols: which of these pictures are not
symbols of Canada?
-What are things that come to mind when you think of Canada?
-What are some symbols or animals that are unique to Canada?
-Discuss Canadas two official languages; cover a few simple
French words
-Play I have, who has Canadian symbols game: students all get a
card and all participate in the game, encourages good speaking
and listening skills
-Science worksheet on characteristics of a mammal
-Ask students if they have any questions about mammals? Then
research them together on the internet / smart board
-Research the characteristics of a Beaver together
-Differentiated learning:
-Students will have a choice of 4 different activities they can
complete in response to the information we learned on Beavers
-Graphic organizer for story characteristics: (setting, characters,

Assessm
ent
-Correct
placemen
t and
order of
ordinal
direction
s
-Teacher
observati
ons on
students
questioni
ng
Questioni
ng
Observat
ion

Resource
s
-Skype
-Smart
board
Workshee
ts

Workshee
ts
-Game
cards

Questioni
ng
-Beaver
response
s

-Smart
board
Workshee
ts

-Meeting

-Graphic

n
Animal
Story

problem, solution, title)

-As a class, discuss possibilities for each characteristic and set up
a potential story as an example
-Write out expectations on board for students: beginning, middle,
end, Canadian symbols, two pages of writing, with a picture
(assessment)
-Students write creative story on Canadian animal of their choice

of
organizer
expectati s
ons given

Animal
Project

-Students pick their own Canadian animal to research:

-Teacher provides areas of research required: habitat, food, and
family
-Students come up with three inquiry questions on their animals
and research the answers
-Students will have ample time to research using the internet and
books
-A rough draft and good copy will be written by students

Project
Present
ation

-Students will present their final projects to the class:

-Read aloud of their research
-Showing of pictures
-Questions from the audience
(Review of presentation skills / expectations beforehand)

Informati
on
gathered
Meeting
of
expectati
ons
Creativit
y
Pictures
Presenta
tion skills
Final
project
write-up

Laptops
Template
s
Books

Documen
t camera