Beruflich Dokumente
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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
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
Comparing Homes:
Science: 2-10-3
Bugography/Creature
Creations
L.A:
Science: 2-10-1
Science: 2-10-3, 2-10-5, 2-10-7
Exit Slips
Through-out Unit
Test
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
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
For, As
0f
Day 3
Day 4
Homes of Small
Crawling and Flying
Animals:
- Learning Goals for the
day
- Learning Goals Selfevaluation
- Home Sweet Home
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
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: 2-10-6
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
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
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:
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
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:
Assessment:
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
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:
Assessment:
Resources:
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:
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:
Assessment:
Resources:
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:
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:
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:
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:
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:
Resources:
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:
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
- 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:
Assessment:
-
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
Resources:
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:
Go over learning goals of the day with students. Read out and accept
- 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:
Resources:
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:
Go over learning goals of the day with students. Read out and accept
- 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:
Assessment:
Resources:
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:
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:
Resources:
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:
I can sort different small crawling and flying animals using two traits.
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:
Assessment:
Resources:
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:
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
- 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:
Assessment:
Resources:
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:
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
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
- 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:
Assessment:
Resources:
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:
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.
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:
Assessment:
assessment of learning.
Resources:
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:
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.
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)
- 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:
Assessment:
Resources:
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:
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.
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:
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:
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:
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. .
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:
Resources:
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:
Resources:
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:
Assessing
Resources:
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:
Resources:
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:
Assessment:
- Test: As described in Unit Assessment
Descriptions
Resources: