Sie sind auf Seite 1von 16

Grade Two Unit Plan:

Small Crawling and Flying Animals


Big Idea: The Tiny World Around Us.
Timeline: 20 days
How do our choices and actions impact the habitat of the small
animal communities around us?

By: Amber Mackintosh

STUDENT LEARNING GOALS:


I can identify different examples of small crawling and flying
animals.
I can sort different small crawling and flying animals using two
traits.
I can compare and contrast small animals that are found in the
local environment.
I can recognize that small animals have homes where they meet
their basic needs.
I can describe special characteristics that help an animal to
survive in its home.
I can identify each animals role in the food chain.
I can describe, continue, compare and create patterns involving
small animals.
I can identify animals as plant eaters, animal eaters, or
decomposers.
I can identify other animals that some animals may use as a food
source.
I can describe the relationship of animals to other living and nonliving things in their habitat and to people.
I can provide examples of ways that small animals avoid
predators.
I can describe the conditions necessary for the care of a small
animal.
I can demonstrate responsible care in maintaining an animal for a
few days or weeks.
I can identify how animals are helpful or harmful to humans and
the environment.
Identify Desired Results
Understandings
Overarching Understanding

Essential Questions
Overarching

The choices that we make everyday impact the world around us,
and that includes the small crawling and flying animals around
us.

How do our choices and actions impact the habitat of the small
animal communities around us?

Knowledge

Skills

Science:
GLO: 2-10 Describe the general structure and life habits of small crawling and
flying animals: for example, insects, spiders, worms, slugs and apply this knowledge
in interpreting local species that have been observed.
SLOs:
1. Recognize that there are many different kinds of small crawling and flying
animals, and identify a range of examples that are found locally.
2. Compare and contrast small animals that are found in the local environment.
These animals should include at least three invertebrates, i.e., animals such as
insects, spiders, centipedes, slugs and worms.
3. Recognize that small animals, like humans, have homes where they meet their
basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its particular home.
4. Identify each animals role within the food chain. To meet this expectation,
students should be able to identify the animals as plant eaters, animal eaters or
decomposers, and identify other animals that may use them as a food source.
5. Describe the relationships of these animals to other living and nonliving things
in their habitat, and to people.
6. Identify and give examples of ways that small animals avoid predators, including
camouflage, taking cover in burrows, use of keen senses and flight.
7. Describe conditions for the care of an example small animal, and demonstrate
responsible care in maintaining the animal for a few days or weeks.
8. Identify ways in which animals are considered helpful or harmful to humans and
to the environment.

Science:
GLOs: 2-1 Investigate, with guidance, the nature of things, demonstrating an
understanding of procedures followed.
2-2 Recognize pattern and order in objects and events studied and, with guidance, record
procedures and observations, using pictures and words; and make predictions and
generalizations based on their observations.
SLOs:
Focus ask questions that lead to exploration and investigation identify one or more
possible answers to questions asked by self and others. Ideas may take the form of
predictions and hypotheses.
Explore and Investigate manipulate materials and make observations that are relevant to
questions asked carry out simple procedures identified by others identify materials
used and how they are used use, with guidance, print and other source of information
provided. Sources may include library, classroom, community and computer-based
resources.
Reflect and Interpret describe what was observed using captioned pictures and oral
language describe and explain results (explanations may reflect an early stage of concept
development) identify applications of what was learned identify new questions that arise
from the investigation

Students will know

Students will be able to

Math:
GLO: Patterns and Relations (Patterns) - Use patterns to describe the world and
to solve problems.
SLOs:
P-1. Demonstrate an understanding of repeating patterns (three to five elements)
by: describing, extending, comparing, creating patterns using manipulatives,
diagrams, sounds and actions. [C, CN, PS, R, V]
P-3. Sort a set of objects, using two attributes, and explain the sorting rule. [C,
CN, R, V]

GLO: 2-4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
SLOs: Students will show growth in acquiring and applying the following traits: curiosity
confidence in personal ability to explore materials and learn by direct study
inventiveness perseverance: staying with an investigation over a sustained period of time
appreciation of the value of experience and careful observation a willingness to work with
others and to consider their ideas a sense of responsibility for actions taken respect
for living things and environments, and commitment for their care
Social:
GLO: SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
SLO: 2.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
work and play in harmony with others to create a safe and caring environment
consider the needs and ideas of others
L.A:
2.4 Create Original Text - Generate ideas use own and respond to others ideas to
create oral, print and other media texts. Structure texts create narratives that have
beginnings, middles and ends; settings; and main characters that perform actions
3.3 Organize, Record, and Evaluate- Record information record key facts and ideas in
own words; identify titles and authors of sources
4.3 Present and Share - Use Effective Oral and Visual Communication: speak in a clear
voice, with appropriate volume, at an understandable pace and with expression.
5.1 Respect Others and Strengthen Community - Appreciate Diversity: discuss the
experiences and traditions of various communities portrayed in oral, print and other media
texts, ask for and provide clarification and elaboration of stories and ideas
Art:
Expression:
3. Students will decorate items personally created. A. Details, patterns or textures can be
added to two-dimensional works. B. Details, patterns or textures can be added to the
surface of three-dimensional works.
6. Students will develop themes, with an emphasis on personal concerns, based on: A. Plants
and animals
7. Students will use media and techniques, with an emphasis on exploration and direct
methods in drawing, painting, print making, sculpture, fabric arts, photography and
technographic arts.A. Drawing : Make drawings from direct observation. D. Sculpture Make
two- and three-dimensional assemblages from found materials.

Assessment Evidence
Assessment:
What We Think We Know

SLO(s) Assessing:
Science: 2-10-1, 2-10-2
Social: 2.S.5

Description:
Will use for Assessment FOR learning (pre-assessment) to
see what students know about Ants, Spiders, Earthworms,
Spiders, and Snails. Revisit at end of unit. Students will then
respond to the questions of how their thinking about these

Type of
Assessment
As, Of, For

Student Recordings

Science: 2-10-1, 2-10-2


2-1, and 2-2 Focus, Explore and
Investigate

Comparing Homes:

Science: 2-10-3

Snail and Earthworm


Foldables

Science: 2-10-2, 2-10-8

Bugography/Creature
Creations

L.A:

2.4 Create Original Text - Generate


ideas 4.3 Present and Share - Present
information.

Science: 2-10-1
Science: 2-10-3, 2-10-5, 2-10-7

Exit Slips

Through-out Unit

Learning Goals SelfEvaluations

Science: 2-10-1,2-10-2,2-10-3,210-4, 2-10-5,2-10-6,2-10-7,2-10-8


Math: P-1, P-3

Anecdotal Notes and


Observations

Science: 2-10-1,2-10-2,2-10-3,210-4, 2-10-5,2-10-6,2-10-7,2-10-8


Math: P-1, P-3

Test

Science: 2-10-1, 2-10-3, 2-104, 2-10-6, 2-10-8


Math: P-3

Through-out Unit

Through-out Unit

Day 1
Introduction to Small
Crawling and Flying
Animals:
- Learning Goals Overview
- What We Think We
Know
- Introduction Video to Unit
- Read The Very Quiet
Cricket
Science: 2-10-1, 2-10-2
Social: 2.S.5

Day 2
Small Crawling and Flying
Animals Around Us (Field
Trip):
-Learning Goals for the day
- Look and See/A
Hunting We Will Go
- Collect Groups Recordings
Science: 2-10-1, 2-10-2
2-1, and 2-2 Focus, Explore and
Investigate

small crawling animals has changed (AS). Students will also


From the activity Look and See/A Hunting We Will Go this
assessment is to see how well each student was able to
identify different small crawling and flying animals at the
local pond. This is will be used as an assessment of learning.
(Coupled with observations at pond)
This activity will assess if students are able to identify basic
needs of both animals and humans.
This activity will be used to assess how well students can
identify the different characteristics about between snails
and earthworms. A
There will be a rubric to assess the two language arts
outcomes. This will be used as an assessment of learning. The
Science outcome will be an assessment for learning.

Of

Of
For
Of, For

The students will fill out exit slips on selected lesson to provide
feedback on what the student has learnt and taken away from the
lesson. These exit slips would be added to the students learning
portfolio to provide summative and formative assessment. The exit slip
will be used for for learning because it will be used as a tool to gauge
where the particular student needs help and where the next lesson
should head. It will be used of learning because it will be documented
in their Student Learning Portfolio and will ask key topical questions
for the unit, which students should be able to answer after the lessons.

Of, For

Learning Goals Self-evaluations will be used throughout the


unit in order to ensure that all students are meeting the
desired outcome. The teacher will use these self-evaluations
for assessment for learning to check in of students learning
process.
The students will complete self-evaluations of I can
statements and smiley faces list in order to gage where
they believe they are in the unit. This is assessment as tool
because the students are reflecting on their own learning,
and are identifying their weakness and strengths for their
own growth.
Observations will be noted in the form of anecdotal notes
for each individual student.
Struggling students will have more detailed notes and will be
closely observed.

For, As

This will be a final assessment of learning. This test will


contain the following questions:
- Continue the pattern below
- Circle which pictures are insects
- List three ways small crawling and flying animals are helpful
to humans?
- How does a butterfly protect itself from its enemies?
- What are 4 needs of small crawling and flying animals?
- Label the following small crawling or flying animals as
decomposer, plant eater, or animal eater.

0f

Day 3

Day 4

Small Crawling and Flying


Animals Around Us
Continued:
- Learning Goals for the
day
- Look and See/A Hunting
We Will Go Discussion
- Where Do I Belong?

Homes of Small
Crawling and Flying
Animals:
- Learning Goals for the
day
- Learning Goals Selfevaluation
- Home Sweet Home

Science: 2-10-1, 2-10-2


Math: P-3

Science: 2-10-3, 2-10-5, 2-10-7

For

Day 5
Homes of Small Crawling
and Flying Animals
Continued:
- Learning Goals for the day
- Home Sweet Home
Continued.
- Exit Slip
Science: 2-10-3, 2-10-5, 2-10-7
Art: Expression 3A

L.A.: 5.1 Appreciate Diversity

Day 6
Homes of Small
Crawling and Flying
Animals Continued:
- Learning Goals for
the day
- Home Sweet Home
Finish up.
- Learning Goals SelfEvaluation
- Bug Release

Day 7
Small Crawling and Flying
Animals Avoiding
Predators:
- Learning Goals for the
day
- Camouflage Critters
- Sticky Note Reflection

Science: 2-10-6

Science: 2-10-3, 2-10-5, 2-10-7


Art: Expression 7.A.
L.A. 4.3 Use Effective Oral and
Visual Communication

Science: 2-10-1, 2-10-4, 2-10-5

Small Crawling and Flying


Animals Avoiding Predators
Continued:
- Learning Goals for the
day
- Hide a Bug
-Learning Goals SelfEvaluation
- Exit Slip

Science: 2-10-6

Day 11
Antsy Ants Day:
- Learning Goal for the
day
- Clip from movie
Ants
- All about Ants
- Ants In Our
Schoolyard

Day 8

Day 12
Antsy Ants Day
Continued:
- Learning Goals for the
day
- How are Ants Helpful
or Harmful to People and
the Environment?
- Ants a Food Source
- Exit Slip

Day 13
Busy Bees Day:
- Learning Goals for the
Day
- Bees Role
- A Buzzing Affair
- Exit Slip
Science: 2-10-1, 2-10-8

Science: 2-10-1, 2-10-4, 2-10-8

Day 9
Patterns with Small
Crawling and Flying
Animals:
- Learning Goals for the
Day
- Introduction to
patterns and how to
identify patterns
- Pattern and Insects
Worksheets
Science: 2-10-1
Math: P-1

Day 14
Sneaky Spiders Day:
- Learning Goals for the
day
- About Spiders
- Different Types of
Spiders (Part 2)
- How are Spiders
Helpful or Harmful to
People and the
Environment
- The Web
Science: 2-10-1, 2-10-4, 2-10-8
Art: Expression 7 D

Day 16
Food Chains:
- Learning Goals for the
Day
- Working With Food
Chains
- Exit Slip

Day 17

Day 18

Creation Day:
- Bugography

Creation Day Continues:


-Creature Creation:

Science 2-10-1, 2-10-2


L.A: 2.4 Generate ideas,
Structure texts

L.A.: 2.4 Generate ideas


4.3 Present information
Art: Expression- 3.A, 3.B, 6.A,7.D.

Science: 2-10-4

Day 19
Review Day:
- Revisit Venn Diagrams
from start of Unit
What We Think We
Know
-Tic-Tac-Toe
Science: 2-10-1,2-10-3,2-10-4,210-6, 2-10-8

Day 10
Introduction to Insects:
- Learning Goals for the day
- What is an Insect?
- Introduce Insect Song
- Sorting Insects and NonInsects
- Learning Goals SelfEvaluation
- How Did I Sort Exit Slip
Science: 2-10-1
Math: P-3

Day 15
Snails and Earthworms
Day:

- Learning Goals for the day


- Read Story Book Are you a
Snail? by Judy Allen
- Read Story Book Wonderful
Worms by Linda Glaser
- Snails and Earthworms
Foldables

- Learning Goals SelfEvaluations:

Science: 2-10-1,2-10-2,2-10-4,
2-10-6, 2-10-8
L.A.: 3.3 Record information

Day 20
Test Day:
- Review with students test
behaviours.
- Give Test
Science: 2-10-1,2-10-3,2-10-4,2-10-6,
2-10-8
Math: P-3

DAY 1 Introduction to Small Crawling and Flying Animals


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-2 Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates, i.e., animals such as
insects, spiders, centipedes, slugs and worms.

Social:

2.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: work and play in harmony with others to create a safe and caring environment
consider the needs and ideas of others
L.A:
5.1 Appreciate Diversity: discuss the experiences and traditions of various communities portrayed in oral, print and other media texts, ask for and provide clarification and elaboration of stories and ideas

Activities:

- Learning Goals Overview: Posters of Learning Goals for unit will be on walls. Read out and accept volunteers to read out learning goals.
- What We Think We Know: Using the Smartboard, have three Venn Diagrams (Ants vs. Earthworms, Spiders vs. Ants, Spiders vs. Bees,
Earthworms vs. Bees) and use Smartboard to demonstrate the use of the Venn diagram. Brainstorm uses for Venn Diagrams before filling them out.
Brainstorm information as a whole class to be entered on the Venn diagram. Accept all student responses. These will be verified at end of unit.
- Introduction Video: Watch Video, http://www.learnalberta.ca/content/ngs/index.html?ID1=&action=v&video=backyardbugs_howmany.smil Inform
Students that we are going to be looking at all the bugs around us, in our community. Emphasis the diversity of bugs.
- Read The Very Quiet Cricket: As Reading get students to identify different bugs in the community in the book. Community on Word wall.

Differentiation:

- While watching video get students with vision problems


to sit closer to the Smartboard.
- While reading The Very Quiet Cricket get students
with vision problems to sit closer to you to see the
pictures, and students with attention problems to
sit on bouncy balls instead of reading rug.

Assessment:

- What We Think We Know Will use for Assessment for


learning (pre-assessment) to see what students know about
Ants, Spiders, Earthworms, Spiders, Snails. Revisit at end of
unit.
- Observation/ Anecdotal Notes: During discussion of movie and
book make note of which students are able to identify
different small crawling and flying animals.

Resources:

- http://www.psdblogs.ca/amarshall/
- Edmonton Public Schools
- Alberta Education Program of Studies
Grade Two
http://www.learnalberta.ca/content/ngs/i
ndex.html?
ID1=&action=v&video=backyardbugs_howm
any.smil

DAY 2 - Small Crawling and Flying Animals Around Us (Field Trip)


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-2 Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates, i.e., animals such as
insects, spiders, centipedes, slugs and worms.
2-1, and 2-2 Focus, Explore and Investigate

Activities:

- Learning goals for the day: I can identify different examples of small crawling and flying animals. I can compare and contrast small animals that are found in the local environment. Go over learning goals of
the day with students. Read out and accept volunteers to read out learning goals.
- Behaviour Expectations for Tomorrow Look and See/A Hunting We Will Go: Go over with students that we will be going down to the local pond.
- Look and See/A Hunting We Will Go: In this activity Students will be taking a trip down to the local pond in the neighborhood. In groups, students will observe four
different areas of the pond (On the cement or tarmac, On a tree, On or In the soil, In the Grass) and Draw or Name the animals they observe in each location in a chart
(Master #10 EPS). Students will have a list of questions that we will be discussing tomorrow for them to think about while at pond. Encourage students to try to catch
some bugs with vials to observe what they eat, how it moved around objects. Also encourage students to think about if their were animals that were easier to catch than
others, how are some animals the same as others and how are some animals different than others.

Back at the Class get students to draw some of the small creatures using Master #12 EPS
- Collect Students Recordings: Do as title says. After collection, see how well each student was able to identify different small crawling and flying animals at the local pond

Differentiation:

- students with behavioural problems may need to


be coupled with parent volunteer or EA when
down at pond.
- Groups will helps students that dont like
touching bugs, or even being around bugs.
- Students that have difficult writing and drawing
make sure that you are asking them verbally to
identify animals they see at the pond

Assessment:

- Observation at local pond- Assess how well students are able to


identify different animals around pond. Keep anecdotal notes on
students observed. Make sure to ask questions to students. This
will be used as an assessment of learning (focus on students with
difficulty writing and drawing)
- Collect Students Recordings: see how well each student was able
to identify different small crawling and flying animals at the local
pond. This is will be used as an assessment of learning. (coupled with
observations at pond)

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 3 - Small Crawling and Flying Animals Around Us Continued


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-2 Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates, i.e., animals such as
insects, spiders, centipedes, slugs and worms.

Math:

P-3. Sort a set of objects, using two attributes, and explain the sorting rule. [C, CN, R, V]

Activities:

- Learning Goals for the day:

I can identify different examples of small crawling and flying animals. I can sort different small crawling and flying animals using two traits. I can compare and contrast small animals that

Go over learning goals of the day with students. Read out and accept volunteers to read out learning goals.
- Look and See/A Hunting We Will Go Discussion: Students were given questions list as a part of their activity yesterday to think about during the pond field trip.
Students Recordings will be posted on a bulletin board. Have students go over and look at all the drawings to remember what they saw. Discuss as a class the following
five questions: What they eat did a bug that they observe? How did the bug move around objects? Was their were animals that were easier to catch than others?
How are some animals the same as others? How are some animals different than others?
- Where Do I Belong?: This compare and contrast small animals using observable features. With Cut outs bugs on Master #7 EPS, make enough cut outs that
students get one of each master page in a bug bag. Give each student each student a bug bag and ask students to stand up with their bugs after calling out two
categorical traits: example. Hold up the bug(s) with 2 body parts and 2 legs. After a few examples get students to sort by gluing their bag of bugs pieces onto paper
that has chart of particular traits.
are found in the local environment.

- Explain to students that we are going to have a pet caterpillar for the next 3 days in the classroom. Explain that it is their responsibilities to keep it alive by meeting
its needs. Ensure students know that they need to bring one thing for the tank that we are keeping the caterpillar in GIVE SUGGESTIONS (soil, leaves, water dish,
twigs, small logs, bread crumbs)

Differentiation:

- During discussion pick names from cup


for both activities. Ensure students
with learning disabilities know they will
be up next for a question.

Assessment:

- Anecdotal notes: Assess students on 2-10-2 and P-3. With Check


List of class names names, make check mark if students are able
to compare and contrast small animals at local pond. Also with
check list during Where Do I Belong. Check off students who
are able to sort out bugs from their bug bags with two specified
traits. Assessment Of Learning.
- Observation: Assess students on P-3. Ask students how they
determined sorting rule for each sorting. Assessment of
Learning

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies Grade
Two

DAY 4 - Homes of Small Crawling and Flying Animals


Learning Outcomes:
Science:

2-10-3 Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its particular home.
2-10-5 Describe the relationships of these animals to other living and nonliving things in their habitat, and to people .
2-10-7 Describe conditions for the care of an example small animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.

Activities:

- Learning Goals for the day:

I can recognize that small animals have homes where they meet their basic needs. I can describe special characteristics that help an animal to survive in
its home. I can describe the relationship of animals to other living and non-living things in their habitat and to people. I can demonstrate responsible care in maintaining an animal for a few days
or weeks.

Go over learning goals of the day with students. Read out and accept volunteers to read out learning goals.

- Learning Goals Self-evaluation: Students have been introduced to students self-evaluation sheets in units before. I will read out each learning goals (I can
identify different examples of small crawling and flying animals. I can sort different small crawling and flying animals using two traits. I can compare and contrast small animals that are found in the local environment ) that we
have covered. Students will have to choose from three different smiley faces, happy, neutral and sad for each learning goal.

- Home Sweet Home part 1: Have students put the thing that they brought for the caterpillar in the aquarium. Brainstorm with students how to take care of a caterpillar.
Ensure students understand it is their responsibility to take care of caterpillar. Students watch video on human basic needs, https://www.youtube.com/watch?v=rTVHMDCmskE and
basic needs of all living things, https://www.youtube.com/watch?v=xHjqaOx568o. Explain to students the difference between needs and wants., and living and non-living. As a class,
create a T-chart taking student responses that indicate what things humans need to be comfortable in their homes and what does small flying and crawling animals need to be
comfortable in their homes. Similar to that on Master #16 EPS. Put on Poster board and keep up for tomorrow.

Differentiation:

- While watching video get students with vision problems to


sit closer to the Smartboard.

Assessment:

- Observation/Anecdotal Notes: Assess 2-10-3, and 210-7, during Home Sweet Home. While class fill out
T-chart keep note of while students are able to
identify needs for human homes and animals homes.
Assessment for learning.
- Learning Goals Self-Evaluations: As described in Unit
Assessments Descriptions

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two
- Youtube

DAY 5 - Homes of Small Crawling and Flying Animals Continued.


Learning Outcomes:
Science:

2-10-3 Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its particular home.
2-10-5 Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.
2-10-7 Describe conditions for the care of an example small animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.
Art:
Expression 3. Students will decorate items personally created. A. Details, patterns or textures can be added to two-dimensional works.

Activities:

- Learning Goals for the day:

I can recognize that small animals have homes where they meet their basic needs. I can describe special characteristics that help an animal to survive in its home. I can describe the relationship of

animals to other living and non-living things in their habitat and to people. I can demonstrate responsible care in maintaining an animal for a few days or weeks.

Go over learning goals of the day with students. Read out and accept volunteers to read out learning goals.

- Home Sweet Home part 2: Review with students ways to take care of our caterpillar. Ensure someone has met the needs of the caterpillar for the day. Remind students
of poster board we put together yesterday of T-chart. Hand out Master #17 EPS and have students cut/paste pictures of human homes from magazines or catalogues, and
emphasis that students are to ensure their needs is in their creations. After complete have students individually fill out what their basic needs are in their homes.
- Exit Slips: Exit slip will ask the following questions: Name two things both humans and animals need to survive and List two things you do to help take care of my pet
caterpillar. Give students enough time to complete.

Differentiation:

- Home Sweet Home part 2: when students are filling out what
their basic needs are in their home and the animal homes,
provide assistance with writing if necessary. Also inform
students with anxiety before hand, they will be presenting
their drawings in front of the class today.
- Exit Slip: provide assistance with writing if necessary for
students that need it.

Assessment:

- Observations/Anecdotal Notes: During Home Sweet Home part 2, ask


students why they are choosing the things they are for their home.
Record on checklist if students are able to identify humans needs .Try to
reach students who struggled with filling out chart from yesterday, for
these students may need further assistance.
- Exit Slip: Assessing 2-10-3 and 2-10-7 This will be used as an assessment
of learning if students are ready. Judge this by observations from the day. If
students are not ready, use as assessment for learning, and do another exit
slip tomorrow.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two
- NEED TO GET HOME MAGAZINES AND GLUE FOR
STUDENTS

DAY 6 - Homes of Small Crawling and Flying Animals Continued


Learning Outcomes:
Science:

2-10-3 Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its particular home.
2-10-5 Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.
2-10-7 Describe conditions for the care of an example small animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.
Art:
Expression 7. Students will use media and techniques, with an emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts,
photography and technographic arts A. Drawing Make drawings from direct observation.
L.A.:
4.3 Present and Share - Use Effective Oral and Visual Communication: speak in a clear voice, with appropriate volume, at an understandable pace and with expression.

Activities:

- Learning Goals for the day:

I can recognize that small animals have homes where they meet their basic needs. I can describe special characteristics that help an animal to survive in its
home. I can describe the relationship of animals to other living and non-living things in their habitat and to people. I can demonstrate responsible care in maintaining an animal for a few days or
weeks.

Go over learning goals of the day with students. Read out and accept volunteers to read out learning goals.

- Home Sweet Home Finish up: Students will then complete a hand out similar Master #18 EPS by drawing and labeling an animals home. Encourage students to use
our caterpillars home to help them. Once students are complete, in pairs they will present their drawing to the class. Hand out Master #19 EPS Comparing Homes. Ask
students to work on individually.

- Learning Goals Self-evaluation: Hand out Learning Goals Self-Evaluations. Read out each learning goals ( I can recognize that small animals have homes where they meet
their basic needs. I can describe special characteristics that help an animal to survive in its home. I can describe the relationship of animals to other living and non-living things in their habitat and
to people. I can demonstrate responsible care in maintaining an animal for a few days or weeks )

that we have covered. Students will have to choose from three different smiley

faces, happy, neutral and sad for each learning goal.

- Bug Release: As a class, bring pet caterpillar out to playground and release him. Explain to students, that its real home is outside, and we cant keep him forever. Ensure
all students get chance to say goodbye.

Differentiation:

- Provide assistance with writing if necessary


for students that need it.

- Ensure students with detachment issues are


informs days before releasing caterpillar
that we are not going to be keeping the
bug forever.

Assessment:
-

Observations/Anecdotal Notes: During Home Sweet Home finish

up, when students are presenting in pairs ask students, why they
drew what they did for the animals home. Record on checklist if
students are able to identify animal needs .Try to reach students
who struggled with filling out chart from yesterday, for these
students may need further assistance
- Comparing Homes: This is an assessment of Learning for 2-10-3.
- Learning Goals Self-Evaluations: As described in Unit Assessments
Descriptions

DAY 8 - Small Crawling and Flying Animals Avoiding Predators Continued

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

Learning Outcomes:
Science:

2-10-6 Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen senses and
flight.

Activities:

- Learning Goals for the day:

I can provide examples of ways that small animals avoid predators.

Go over learning goals of the day with students. Read out and accept

volunteers to read out learning goals

- Hide a Bug: Students cut out the two bugs on Master #20 EPS (have them pre-colored). Put out the rugs (construction paper, material scraps, rug/wallpaper

samples) on tables at back room. Have the students place their bugs on different rugs and observe where their bug was easiest/hardest to see. Decide on which rug
that each bug would be safest from its enemies. Discuss as class, selecting a few students, their decision on which rug they chose. Encourage class to explain their
choice by using the terminology camouflage. Continue lesson on how other bugs protect themselves against predators. (ladybugs fly, bees sting, ants smell with
antennaes) .

- Learning Goals Self-evaluation: Hand out Learning Goal Self-Evaluations. Read out each learning goals ( I can provide examples of ways that small animals avoid
predators. ) that we have covered. Students will have to choose from three different smiley faces, happy, neutral and sad for each learning goal.
- Exit Slips: Exit slip will ask the following questions: Name two ways protect themselves from their enemies. Give students enough time to complete.

Differentiation:

Assessment:

- Provide assistance with writing if necessary for students


- Exit Slip: Assessing 2-10-6 This will be used as an
that need it.
assessment of learning.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two
- NEED A LOT OF SCRAP PAPER

DAY 7 - Small Crawling and Flying Animals Avoiding Predators


Learning Outcomes:
Science:

2-10-6 Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen
senses and flight.

Activities:

- Learning Goals for the day:

I can provide examples of ways that small animals avoid predators.

Go over learning goals of the day with students. Read out and accept

volunteers to read out learning goals

- Camouflage Critters: Introduce students to the concept of Camouflage. Have Camouflage on word wall. Each student will get one baggy. Around the back of the
classroom hide toothpicks in areas (sandy, soil, grassy, etc.) on different tables. Hide equal numbers of the different coloured toothpicks in the designated area. Record the
number of each colour that has been hidden. Ask the students to find as many of the toothpicks as they can within ten minutes, placing them in their baggies. After given amount
of time, discuss as a class the following questions: What color of toothpicks was the easiest/hardest to find? Why were these the hardest/easiest to find? What color would you
choose to be if you were a bug hiding in the grass, sandy, soil, etc. from an enemy? Encourage further discussion that different coloured insects can camouflage in different
coloured environments. Ensure students understand that colour if just one way small animal avoid predators.

- Stick Note Reflection: Ask the students to describe in their own words what camouflage is, to put on word wall.

Differentiation:

- Can modify Camouflage Critters so students


work in teams/groups to encourage
cooperation amongst students.
- Provide assistance with writing if necessary
for students that need it.

Assessment:

- Observation: During class discussion, make note of

the students able to make connection of being the


same color as surround help bugs avoid predators.
Assessment for learning.

- Sticky Note Reflections: Assessment for learning.


See how class as a whole understands the concept of
camouflage.

DAY 9 - Patterns with Small Crawling and Flying Animals

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two
- Create sandy, soil, grassy etc. areas., and purchase
toothpicks and baggies.

Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.

Math:

P-1 Demonstrate an understanding of repeating patterns (three to five elements) by: describing, extending, comparing, creating patterns using
manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]

Activities:

- Learning Goals for the Day:

I can identify different examples of small crawling and flying animals.

compare and create patterns involving small animals.

I can provide examples of ways that small animals avoid predators. I can describe, continue,

Go over learning goals of the day with students. Read out and accept volunteers to read out learning goals

- Introduction to patterns and how to identify patterns: Explain to students A pattern is only a pattern if it is repeated twice. WAY TO
IDENTIFY: Label with A, B, C, D. Go through several examples with different color of shapes as a class. Identify different patterns around the
room. With I-pads have students play the following game individually: http://www.turtlediary.com/kindergarten-games/math-games/patternmatch.html
- Pattern and Insects Worksheets: Students will complete a worksheet where they will have to identify the insects in the pattern and continue the
patterns on the page by drawing.

Differentiation:

Assessment:

- Students who are colorblind may have

difficulty with the worksheets. Ensure


colorless worksheets are available for
these students.

- Observation/Anecdotal Notes: While students are


working on I-pads, observe which students are
struggling to identify and continue patterns. Make
note and assist. Assessment for learning.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 10 - Introduction to Insects


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
Math:
P-3 Sort a set of objects, using two attributes, and explain the sorting rule. [C, CN, R, V]

Activities:

- Learning Goals for the day:

I can identify different examples of small crawling and flying animals.

I can sort different small crawling and flying animals using two traits.

Go over learning goals of the

day with students. Read out and accept volunteers to read out learning goals

- What is an Insect? : Introduce students to what defines insects. (6 legs, 3 body parts ) https://www.youtube.com/watch?
v=DUPXkWqC1aA&list=PLC2rHbAdpyLRamRoEjfRAM_drgrsxhTQ1&index=4 and
https://www.youtube.com/watch?v=SoLCCWfuOVY&index=4&list=PL3592018A8541D52A Watch Video then, define insects as class and give three
examples and put on big poster paper.
- Introduce Insect Song: Get students to stand up and sing along https://www.pinterest.com/pin/19140367136667880/
- Sorting Insects and Non-Insects: Hand out to students their bag of bugs into two piles, insects and non-insects.
- Exit Slip: Exit slip will ask the following questions: Explain one way you know how to sort insects and non-insects. Give students enough time to complete.

Differentiation:

- While watching video get students with


vision problems to sit closer to the
Smartboard

Assessment:

- Observations: Sorting Insects and Non- Insects


Students will have to show teacher their sorted pile
and verbally explain why they sorted the bag of bugs
how they did. This is an assessment for learning for
teacher to see if students are grasping difference
between insects and other bugs.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 11 - Antsy Ants Day


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or
decomposers, and identify other animals that may use them as a food source.
2-10-5 Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.

Activities:

- Learning Goal for the day:

I can identify different examples of small crawling and flying animals. I can identify animals as plant eaters, animal eaters, or decomposers. I can identify other animals that some animals

may use as a food source. I can describe the relationship of animals to other living and non-living things in their habitat and to people.

Go over learning goals of the day with students. Read out and

accept volunteers to read out learning goals.

- Clip from movie Ants: https://www.youtube.com/watch?v=8jAJzbtDpDw play to spark student interst in antsy
- All about Ants: This activity students will learn about ants and their body parts by placing label stickers onto handout similar to Master #22a
EPS. Use video, to introduce students to body parts. https://www.youtube.com/watch?v=d7Xq2eQJgIc
- Ants In Our Schoolyard: Assign groups of students to various ant sites. Groups of students will receive 4 baggies - one with a teaspoon of sugar, one with
breadcrumbs, one with bacon bits and one with grass seed. Students will go to schoolyard. Instruct students that they will be scattering a few grains of each of the
items in their baggies (one at a time) in the path of the ants. Students will be provided with the following question sheet for them to guide their observations: Did they
take all the food you offered them? Did they leave some behind? Did they eat or carry their food? How did they carry it? Did they need help in carrying the food?
Where did they take it? What happened if they came near another insect or ant? Did they go back and forth on the same path? Did the ants ever touch each
other? Return to classroom and discuss questions. Ensure students understand that ants are plant eaters, animal eaters and decomposers.

Differentiation:

- While watching video get students with vision


problems to sit closer to the Smartboard.
- Students with behavioural problems may need to
be coupled with an EA when in schoolyard.

Assessment:

- Observation: Make note of students ability to


identify ant parts and what they eat. Assessment
for learning.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 12 - Antsy Ants Day Continued


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or
decomposers, and identify other animals that may use them as a food source.
2-10-8 Identify ways in which animals are considered helpful or harmful to humans and to the environment.

Activities:

- Learning Goals for the day:

I can identify different examples of small crawling and flying animals. I can identify animals as plant eaters, animal eaters, or decomposers. I can identify other animals that some

animals may use as a food source.

I can identify how animals are helpful or harmful to humans and the environment.

Go over learning goals of the day with students. Read out and accept

volunteers to read out learning goals.

- How are Ants Helpful or Harmful to People and the Environment?: Hand out Master #25 EPS to students. Work through it together as a
class.
- Ants a Food Source: Discuss how ants are a food source for other animals in the environment, go through examples of animals that consume
ants This is an opportune time to discuss that insects have been, and still are an important protein food source for some people. Chocolate- coated
ants, bees and grasshoppers may be found on an appetizer tray. Reinforce that ants are plant eaters, animal eaters, and decomposers. Ask students
to work through Master #26 EPS individually. Go over answers as a class.
- Exit Slip: Exit slip will ask the following questions: Complete the sentence: Ants are _____ eaters, _____ eaters, and __________. And Name one way ants are
helpful to humans? Give students enough time to complete.

Differentiation:

- Provide assistance with writing if


necessary for students that need it.

Assessment:

- Observation/Anecdotal Notes: While students work


individually on Master #26 EPS, ask students what made
them decide if they eat ants.
- Exit Slip: Assessing 2-10-4, and 2-10-8. This will be used
as an assessment of learning.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 13 - Busy Bees Day


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-8 Identify ways in which animals are considered helpful or harmful to humans and to the environment.

Activities:

- Learning Goals for the Day:

I can identify different examples of small crawling and flying animals. I can identify how animals are helpful or harmful to humans and the environment.

Go over learning goals

of the day with students. Read out and accept volunteers to read out learning goals.

- Bees Role: https://www.youtube.com/watch?v=6CxCTyxRFh0 Video will introduce students to the importance of bees. Discuss one way bees are harmful to
humans

- A Buzzing Affair: Group students according to the number of centers. Hand out student booklets on Master #37 EPS (only use center 1-3). Centre #1: Set up a
variety of honeys (i.e. clover, buckwheat, pasteurized, unpasteurized, etc.), with crackers and spreading knives. Centre #2: Tracing around pattern blocks to design
honeycombs. Centre #3: Bee products to view (and try) such as granola bars, sesame seed snacks, oatmeal honey scrubs, honey soaps, beeswax candles, honey cookies,
bee pollen, royal jelly, etc. Centre #4 Fill in the blanks of bees body parts worksheets from posters. Center #5: Leave out Center #4 and 5 from EPS.

- Exit Slip: Exit slip will ask the following questions: Name one way bees are harmful to humans? and Name one way bees are helpful to humans? Give students
enough time to complete.

Differentiation:

- Provide assistance with writing if necessary


for students that need it.

Assessment:

- Exit Slip: Assessing 2-10-8. This will be used as an

assessment of learning.

Resources:

- Edmonton Public Schools See Page 53


for resources in each station 1-3
- Alberta Education Program of Studies
Grade Two

DAY 14 - Sneaky Spiders Day


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or
decomposers, and identify other animals that may use them as a food source.
2-10-8 Identify ways in which animals are considered helpful or harmful to humans and to the environment.
Art: Expression: 7. Students will use media and techniques, with an emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
Make two- and three-dimensional assemblages from found materials.

Activities:

- Learning Goals for the day:


use as a food source.

I can identify different examples of small crawling and flying animals. I can identify animals as plant eaters, animal eaters, or decomposers. I can identify other animals that some animals may

I can identify how animals are helpful or harmful to humans and the environment.

out learning goals.


- About Spiders: https://www.youtube.com/watch?v=fSC0jWlSsL4

Go over learning goals of the day with students. Read out and accept volunteers to read

Watch video to get students interested as hook. Discuss with students how spiders are different than insects.

- Different Types of Spiders part 2: Identify the role of the spider within the food chain (as an animal eater as well as a food source for others). On the Smartboard ask students (pick
names from cup) to come up and place the animals either under the category Things That Spiders Eat, or under the category Things That Eat Spiders. (It will be set up so that the picture of the animals
will be rejected if they do not put it in the proper category)

- How are Spiders Helpful or Harmful to People and the Environment:

https://www.youtube.com/watch?v=_PnmaWHDXxs Hand out Master #33 and work through handout as a


class. Ask students to vote as a class if they think spiders are helpful or harmful to humans? Ask each student to give his or her reasons.

- The Web:

Ask students if they have seen a spiders web before. Let students know they are going to be creating a web of their owns on construction papers.

Differentiation:

- Provide assistance with writing if necessary


for students that need it.

Assessment:

- Observations/Anecdotal Notes: Class


votes. Make note of students able to
justify their reasons.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two
- NEED TO BRING COLORED YARNS

DAY 15 - Snails and Earthworms Day


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-2 Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates, i.e., animals such as insects, spiders, centipedes, slugs
and worms.
2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or decomposers, and identify other
animals that may use them as a food source.
2-10-8 Identify ways in which animals are considered helpful or harmful to humans and to the environment.

L.A.:

3.3 Organize, Record, and Evaluate- Record information record key facts and ideas in own words; identify titles and authors of sources

Activities:

- Learning Goals for the day:

I can identify different examples of small crawling and flying animals. I can compare and contrast small animals that are found in the local environment. I can identify animals as plant

eaters, animal eaters, or decomposers. I can identify other animals that some animals may use as a food source. I can identify how animals are helpful or harmful to humans and the environment.

Go over learning goals of

the day with students. Read out and accept volunteers to read out learning goals.

- Read Story Book Wonderful Worms by Linda Glaser: Read the book to students. Afterwards as a class talk about what they now know about worms and write
it on the whiteboard. Fill in any gaps to ensure students can complete foldable

- Read Story Book Are you a Snail? by Judy Allen: Have enough copies for all students. This is a student lead reading activity. Read as whole class and
afterwards, similar to the earthworms write what we learnt on the board. Fill in any gaps to ensure students can complete foldable

- Snails and Earthworms Foldables: Fold a paper into three sections the long way. Ensure two outside sections meet in the middle. On one-side label
earthworms and on the other side label Snails. Ask students to answer the following questions inside their foldable (questions will be typed up inside
and lines to fold on will be on paper): Where does this animal live? Is this animal a plant eater, animal eater or decomposer? Is this animal helpful or
harmful to humans?
- Learning Goals Self-Evaluations: Hand out Learning Goal Self-Evaluations. Read out each learning goals (I can identify different examples of small crawling and flying animals. I
can identify animals as plant eaters, animal eaters, or decomposers. I can identify other animals that some animals may use as a food source. I can identify how animals are helpful or harmful to humans and the environment. ) that
we have covered. Students will have to choose from three different smiley faces, happy, neutral and sad for each learning goal.

Differentiation:

- Provide assistance with writing if necessary


for students that need it.

DAY 16

Assessment:

- Snail and Earthworm Foldables: Assessing 2-10-2 and 210-8. Assessment for Learning. This assessment will be
used to Assess if students are need to work on
comparing two small crawling and flying animals
- Learning Goals Self-Evaluations: As described in Unit
Assessments Descriptions

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

Food Chains

Learning Outcomes:
Science:

2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters,
animal eaters or decomposers, and identify other animals that may use them as a food source.

Activities:

- Learning Goals for the Day:

I can identify animals as plant eaters, animal eaters, or decomposers. I can identify other animals that some animals may use as a food source. .

Go over learning goals of

the day with students. Read out and accept volunteers to read out learning goals.

- Working With Food Chains: Explain to the children that all food chains require the energy from the sun. Without the sun no living thing would exist. Explain

that all living things are a part of a food chain. They all depend on one another to live. Plants need the sun to make their food, animals need the plants to live. Explain how
a food chain works (i.e. Grain needs the sun to grow). The field mouse eats the grain to live and grow. The fox lives by eating the mouse. Have the children work in groups
to discuss and sequence other food chains. Use Master #50 EPS for students to cut apart and glue in the correct sequence on a blank sheet of paper.

- Exit Slips: Exit slip will ask the following questions: Create your own food chain. Give students enough time to complete.

Differentiation:

Assessment:

- Provide assistance with writing if necessary


for students that need it.
- Students can also describe a food chain they
know of for same assessment on Exit slip.

Resources:

- Exit Slip: Assessing 2-10-4. This is an assessment


of learning.

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 17 - Creation Day


Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-2 Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates, i.e., animals such as insects, spiders
centipedes, slugs and worms.

L.A.

2.4 Create Original Text - Generate ideas use own and respond to others ideas to create oral, print and other media texts. Structure texts create narratives that
have beginnings, middles and ends; settings; and main characters that perform actions

Activities:

- Bugography: Ask the students if they could be any of the creatures we have studied, read about or observed, which would they choose to be?
Have them support their choices by giving reasons. Have the following questions written on the board: Where and when were you born? What do
you look like? What is special about you that everyone should know? Where do you live now? What do you know about your mother, father,
sisters and brothers? What is your job? What do you like to do in your free time? Where do you like to travel? Who are your friends? Who
are your enemies? If you could change anything about yourself, what would that be? Encourage students to make their writing sound as scientific
as possible, using correct terms. When writing about what do you look like? remind students that you will be looking for information about number
of body parts, legs, eyes, etc.

Differentiation:

Assessment:

- Bugography: Assessment for learning. Assess 2-10-1. See how


Provide assistance with writing if necessary for
well students remember can describe using the provided
students that need it.
questions, thus how well they are able to identify the small
crawling and flying animals we looked at. Students are
participating in 2-10-2 when making decision on what small
crawling and flying animal to choose.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies
Grade Two

DAY 18 Creation Day Continued


Learning Outcomes:
L.A.:

2.4 Create Original Text - Generate ideas use own and respond to others ideas to create oral, print and other media texts
4.3 Present and Share - Present information present ideas and information by combining illustrations and written texts

Art:

Expression: 3. Students will decorate items personally created. A. Details, patterns or textures can be added to two-dimensional works. B. Details, patterns or textures can be added to the
surface of three-dimensional works. 6. Students will develop themes, with an emphasis on personal concerns, based on: A. Plants and animals 7. Students will use media and techniques, with an
emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts. D. Sculpture Make two- and three-dimensional
assemblages from found materials.

Activities:

- Creature Creation: Students will be provided with resources to create the small crawling and flying animals in their stories they made
yesterday. Go over Rubric with student of how they will be assessed during private interviews. Students will have time to finish their stories and
present creations, and stories to the teacher in private interviews.

Differentiation:

Assessment:

- If students need extra time move


some interviews to tomorrow.

Assessing

DAY 19 Review Day

2.4 Create Original Text - Generate ideas


4.3 Present and Share - Present information. Use Rubric
to assess all students.

Resources:

- Alberta Education Program of Studies


Grade Two

Learning Outcomes:
Science:

2-10-1 Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.
2-10-3 Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special
characteristics that help the animal survive in its particular home.
2-10-4 Identify each animals role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or
decomposers, and identify other animals that may use them as a food source.
2-10-6 Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen senses and flight.
2-10-8 Identify ways in which animals are considered helpful or harmful to humans and to the environment.

Activities:

- Revisit Venn Diagrams from start of Unit What We Think We Know: Put the old Venn diagrams on the Smartboard, have students add to
old ideas of that they know. Discuss with students how their responses have changed.
- Tic-Tac-Toe: The tic-tac-toe will review all the material described to be on the test. Students can work individually or within small groups to
complete tic-tac-toe. Material will also be based off of formative assessment done through-out the unit, and what students still need help with.

Differentiation:

Assessment:

- Students are allowed to work in small groups on


tic-tac-toe which allows students at all levels to
participate in learning

-Revisit Venn Diagrams: Assessment for and as learning. Students


will assess themselves how their thought processes have
changed about the small crawling and flying animals we explored.

Resources:

- Edmonton Public Schools


- Alberta Education Program of Studies Grade Two

DAY 20 Test Day


Learning Outcomes:

Science: 2-10-1, 2-10-3, 2-10-4, 2-10-6, 2-10-8


Math: P-3

Activities:

- Review with students test behaviours: Ensure students understand that tests are to show what they know, not what their friends know. Shake
the gitters out activity before taking test.
- Give Out Test: Give students enough time to complete

Differentiation:

- Students who need scribes and reader will be


offered these assistance during test.
Students who have test anxiety can write in
separate space outside the classroom.

Assessment:
- Test: As described in Unit Assessment
Descriptions

Resources:

- Alberta Education Program of Studies Grade Two