Sydney MacRae

PS3 Spring 2019

Year Plan Unit Draft

Inquiry Units for Grade 2
January 7- April 17 (14 weeks)

MATH

Shape and Space

General Outcome: Describe the characteristics of 3-D objects & 2-D shapes and
analyze the relationships among them.

Critical Inquiry Question What are 3-D Shapes?

Approximate Time 4 weeks; 20 classes (10 hours)
January 7th- January 31st
Knowledge and Understanding Specific Outcome 6:
Outcomes Sort 2-D and 3-D objects, using two
attributes, and explain the sorting rules.

Specific Outcome 7:
Describe, compare and construct:
 Cubes
 Spheres
 Cones
 Cylinders
 Pyramids

Specific Outcome 8:
Describe 2-D shapes, including:
 Triangles
 Squares
 Rectangles
 Circles

Specific Outcome 9:
Identify 2-D shapes as part of 3-D objects
in the environment.

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PS3 Spring 2019

Lesson Overviews:
Week: Monday Tuesday Wednesday Thursday Friday
30 minutes
1 Day 1: Day 2: N/A Day 3: N/A
Introduction: Centers of 2-D What did they come
Review of 2-D shapes up with?
shapes
Inquiry question:
Have them tell What else can we Review square;
me what they use these shapes to introduce cube!
already know! create?
Practice drawing out
Have them Poster of what they a cube
describe, can create!
construct &
compare the Outcome: 8 & 9 Outcome: 7
two. (pre-learning
activity)
Outcome: 8
2 Day 4: Day 5: N/A Day 6: N/A
What is a cube? Cube & Prism What is a pyramid?
What is a creation Day “Show me what I
prism? know activity”
Outcome: 6 & 7
Outcome 6 & 7
Outcome: 7
3 Day 7: Day 8: N/A Day 9: N/A
Comparison Comparison of What is a Cone?
between shapes! All of the
shapes shapes What 2-D shapes
Separate from make it up?
2-D shape *Igloos & tee-pees

What is a
Sphere? Outcome: 7

Outcome: 7
4 Day 10: Day 11: N/A Day 12: N/A
Where do we Begin working on Finish working on
find these Checkbric! Checkbric!
objects?
Culmination day; Continuation of 3-D
Scavenger hunt have students shape centers.
in school! demonstrate their
skills regarding All students are to
understanding of 3- work at each center.
D shapes.

Centers Outcome: 6, 7 & 9

Outcome: 9 Outcome: 6, 7 & 9

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PS3 Spring 2019

Assessment:
As this material is for a grade 2 class, most of the work will be formative. There
will be daily check-in’s, such as check bricks to ensure students are
understanding. As well, all activities completed, and projects made will be taken
in and considered for summative assessment. There will not be any sort of ‘unit
tests’ or culmination projects.

Observational Checkbric- Math

Outcome(s): 3D Shapes
General Outcome: Describe the characteristics of 3-D objects & 2-D
shapes and analyze the relationships among them.

1 – Criteria 2 – Criteria 3 – Criteria 4 – Criteria

 Does not  Begins to  Does  Exceeds the
understand/ understand/ understand/ necessary
demonstrate demonstrate demonstrate understanding/
the outcome this outcome this outcome demonstration
regarding with with minimal of this outcome
characteristi assistance assistance with no
cs of 3D understandin for assistance for
shapes and g characteristi characteristics
the characteristi cs of 3D of 3D shapes
relationship cs of 3D shapes and and the
among 2D shapes and the relationship
shapes. the relationship among 2D
relationship among 2D shapes.
among 2D shapes.
shapes.

1-Not 2-Approaching 3-Meeting 4-Excellent

Meeting
Students SO 6: Sort 2D & 3D SO 7: Describe, SO 9: Identify 2D
objects using 2 compare and contrast: shapes as part of
attributes and explain cubes, spheres, cones, 3D objects in
the sorting rules cylinders and pyramids environment
 Will be assessed 3  Will be assessed 3  Will be
times. times assessed 2
times.
1. Hadar
2. Jaxon
3. Leland
4.

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PS3 Spring 2019
Nathan
5. Jake
6.Kohen
7. Max
8. Easton
9. Cooper
10. Crosby
11.Calla
12. Harlow
13.Abigail
14. Charly
15. Emma
16.Lucas
17.Ahmed
18. Ryder
19. Alfie
20. Ainsley
21.Himnoor
22. Tryan

Centers:
Students will participate in centers to complete daily tasks. They will use a variety of
different manipulative; play dough, whiteboards, blocks, and constructed shapes to
aid in their understanding of the materials.

Daily work within group discussions:

Students will participate in various group, partner and individual work. While doing
so, I will be maintaining observational and conversational assessments for the
students throughout the course.

Formative:
I will have students complete exit slips, sticky note slips, and observational
whiteboard knowledge activities.

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 Sydney MacRae
PS3 Spring 2019

Lesson Plan 1
Grade/Subject: 2/Math Unit: Duration: 30 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
General Outcome: Describe the characteristics of 3-D objects & 2-D shapes and analyze the
relationships among them.
Specific Learning Outcomes:
SO 8: Describe 2D shapes, including triangles, squares, rectangles and circles
Critical Inquiry:
What are 3-D Shapes?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Demonstrate their understanding of 2D shapes
2. Work in whole group, partners and individually
ASSESSMENTS
Observations: Key Questions:
- Students are participating in the group  What are 2D shapes?
discussions  Can we draw them?
- Students are taking the activities  Can we label them?
seriously
- Students are demonstrating their prior
knowledge of 2D shapes
Written/Performance Assessments:
 Group discussions
 Table whiteboard challenge
MATERIALS AND EQUIPMENT
 Whiteboard’s
 Whiteboard markers
PROCEDURE
Introduction: 5 minutes
Hook/Attention Grabber: Tell me what you know!
Pull kids to the reading carpet.
Have a chat with them!
Say: Since I am new to your classroom… Ms. Rogers-Olsen has told me that you all know a lot about 2D shapes…
can anyone tell me about them?
Body: 20 minutes
Learning Activity #1: 10 minutes
Wait to see their responses…
Looking for:
- Definition of 2D shapes
- Circle, square, triangle, rectangle.
- Can they describe what each shape looks like in words?
Once they are able to answer these questions, send them all back to their desks!

Learning Activity #2: 10 minutes

Have each student partner up a friend (let them choose)
Each student pair is to grab 1 whiteboard and 1 marker
The students will take turns quizzing one another for the 2-shapes!

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PS3 Spring 2019
They can either draw a shape out, and have their partner name it OR then can say the name, and have them
draw it.
They will each take turns.
They can switch partners once they have successfully completed each shape.

*While this is happening, walk around and ensure that all students have a solid understanding of 2D shapes
before we begin 3D shapes next day.
Closure: 5 minutes
Have students put away their coloring materials!
Students are to hand in their mind maps before they leave for recess. Ensure they have their names on their
sheet!
Consolidation/Assessment of Learning:
Students would have met the outcomes of the lesson if they were successfully able to demonstrate their
understanding of 2D shapes.
Feedback From Students:
Ask: How many of you felt as though this was an ‘easy’ activity? Most of you knew what you were doing?
Have students do a poll – thumbs up, easy and thumbs down, hard.
Feedback To Students:
Great job! You guys are all really smart when it comes to 2D shapes.. I wonder what else we can do with these?

Lesson Plan 2
Grade/Subject: 2/Math Unit: Duration: 60 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
General Outcome: Describe the characteristics of 3-D objects & 2-D shapes and analyze the
relationships among them.

Specific Learning Outcomes:

SO 8: Describe 2D shapes, including triangles, squares, rectangles & circles
SO 9: Identify 2D shapes as part of 3D objects in the environment
Critical Inquiry:
What are 3-D Shapes?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Identify that 2D shapes relate to real world environment
2. Begin thinking about 3D objects
ASSESSMENTS
Observations: Key Questions:
- Students are participating in the group  Why are 2D shapes important?
discussions  Where do we see 2D shapes in real life?
- Students are taking the activities
seriously
- They are doing their best with their
mind map, and following directions
Written/Performance Assessments:
 2D poster
MATERIALS AND EQUIPMENT
 Whiteboard

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PS3 Spring 2019
 Markers
 Pencils
 Coloured markers
 Legal size paper
PROCEDURE
Introduction: 10 minutes
Hook/Attention Grabber: From what we did yesterday, what else can we do with 2D shapes?
Have students stay in their desks!
Ask: does anyone remember what we did yesterday?
Wait for responses..
Ask: Now, what else can we do with 2D shapes? Around the room, do we see anything that is like our 2D
shapes?
Wait for responses.
Write some on the board
Body: 40 minutes
Learning Activity #1: Brain storm
Tell: With our 2D shapes (Write them on the board)
We have noticed, that they are present here in our classroom!
- If I asked you to draw me a picture of some of our 2D shapes from things we have noticed in our
classroom, what would you guys draw?
- How about things from outside our classroom?
- From your house?
- What kinds of shapes do these have?
Well. That is what I want you guys to do for me today! We are going to create a picture of different things that
we can find in our environment that contain our shapes.
Learning Activity #2: 20 minutes
Pass out blank sheets of paper! (Legal size)
Explain our activity!
We are going to create a poster today!
What is a math poster?
It is a drawing where we are going to draw all the different things that we can think of that come from 2-D
shapes!
I want you do draw them carefully, and make sure it looks good!
I want to make sure you include at least 1 images of each shape
I don’t want to see any white space either on our posters! Try to have all the spaces filled in.

Have students grab their markers, pencil crayons and wax crayons.

IF STUDENTS FINISH EARLY, they can grab a book and read!

Closure: 10 minutes
Have students put away their coloring material!
They are to hand in their posters to me, with their name written on the back.
Consolidation/Assessment of Learning:
Students would have met the learning outcomes if they are able to relate the learned 2-D shapes to items in our
natural environment.
Feedback To Students:
Ask again, why are 2-D shapes important?
Ask 3 students for their answers! (this will help lead into our assignments next class)

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PS3 Spring 2019

Lesson Plan 3
Grade/Subject: 2/Math Unit: Duration: 30 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
General Outcome: Describe the characteristics of 3-D objects & 2-D shapes and analyze the
relationships among them.
Specific Learning Outcomes:
SO 7: Describe, compare and construct: cubes, spheres, cones, cylinders and pyramids
Critical Inquiry:
What are 3-D Shapes?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Understand there is a difference from 2D and 3D shapes
2. Be able to identify and create a cube
ASSESSMENTS
Observations: Key Questions:
- Students are participating in group  What is a 3D shape?
discussion  What is a cube?
- Students understand that a cube is
different than a square
Written/Performance Assessments:
 Creation of a cube
MATERIALS AND EQUIPMENT
 White board
 Markers
 Tape
 Scissors
 Cube template
PROCEDURE
Introduction: 5 minutes
Hook/Attention Grabber: What is a 3-D shape?
Watch video!
https://www.youtube.com/watch?v=3-QwWFkz5hw
Body: 25 minutes
Learning Activity #1: 3D shapes
After the video, ask students if they have any questions!
Remind them of what we did yesterday..
When we looked at objects in our real environment, we were looking at 3D shapes!
Learning Activity #2: Create a cube
Properties of a cube:
It has a 6 faces, 12 edges and 8 corners, and all sides are the same length!
Pass out the cube sheet.
Have students cut out the cube and glue it together!
I want them to label each face, count the edges and the corners.
Closure: 10 minutes
Consolidation/Assessment of Learning:
Students would have met the outcomes for the lesson, if they were able to understand the video, and create the

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PS3 Spring 2019
cube.
Feedback From Students:
How did we like the video? Was it easier to listen to the video? Or would you rather listen to me talk?
Wait to see their response.
Feedback To Students:
They did very well today! I am proud for how hard they worked and paid attention.

Patterns
General Outcome: Use patterns to describe the world and to solve patterns.

Critical Inquiry Question What are 3-D Shapes?

Approximate Time 5 weeks; 25 classes (12.5 hours)
March 4th- April 14th
Knowledge and Understanding SO 1: Demonstrate an understanding of
Outcomes repeating patterns (3-5 elements) by:
- Extending, describing, comparing
& creating
- Using manipulative, diagrams,
sounds and actions

SO 2: Demonstrating an understanding
of repeating patterns by:
- Extending, describing, comparing
& creating numerical (0-100) &
non numerical
- Using manipulative, diagrams,
sounds and actions

SO 3: Sort a set of objects using 2

attributes, and explain the sorting rules

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 Sydney MacRae
PS3 Spring 2019

Lesson Overviews:
Week: Monday Tuesday Wednesday Thursday Friday
30 minutes
1 Day 1: Day 2: N/A Day 3: N/A
(Mach Introduction:
4th) Is this a pattern? Create patterns
What do we pictorially using
already know Create yes or no shapes (the
about patterns? cards. manipulative)

What is a Have students Working on

pattern? guess describing patterns

Complete a Create pattern

KWL anchor chart *
Pages 6-7 in begin
pattern book

2 Day 4: Day 5: N/A Day 6: N/A

NA PD
Extending/Gro Extending/growing
wing patens patterns

3 Day 7: Day 8: N/A Day 9: N/A

Growing with Sorting with 2
Growing with numbers attributes
numbers

4 Day 10: Day 11: N/A Day 12: N/A

Equality with Equality with
Sorting patterns patterns
patterns
(increasing)
Extra week 5: complete different robot activities (robot pattern man)

EXTRA WEEK (WEEK 6): FOR ASSESSMENT & REVIEW; STUDENTS WILL SHOW ME
WHAT THEY KNOW Pattern City

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PS3 Spring 2019

Statistics & Probability- Data Analysis

General Outcome: Collect, display and analyze data to solve problems

Critical Inquiry Question What are 3-D Shapes?

Approximate Time 4 weeks; 20 classes (10 hours)
March 18th- April 18th
Knowledge and Understanding SO 1: Gather and record data about self
Outcomes and others to answer questions

SO 2: Construct and interpret concrete

graphs and pictographs to solve
problems

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