The 1/2 Classroom - Peel Elementary Teachers` Local

The 1/2 Classroom
A STARTING POINT FOR PEEL TEACHERS
Long Range Plans for Combined Grades
Last updated April 2014
A STARTING POINT FOR PEEL TEACHERS: Long Range Plans for Combined Grades
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
Acknowledgements The following people made significant contributions
to this resource and are gratefully acknowledged
PETL Executive
PETL New Teacher Committee
Executive Liaison/Editor
Kurt Uriarte
WRITING TEAMS
Annette Ackermann
Pam Evoy
Lisa Graham
Maureen Murphy
Karen Ott
Deborah Solomon
ADVISORY SUPPORT
Janet Miller Grant
Joanne Meyers
Tim Cunningham
Heather Thompson
Feedback We would love to know what you think!
If you would like to offer feedback/suggestions or share units you have created
for this resource please contact Kurt Uriarte at [email protected]
Copies are available at www.etfopeel.com
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
A STARTING POINT FOR PEEL TEACHERS: Long Range Plans for Combined Grades
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
Introduction ONE OF THE LARGEST CHALLENGES for a teacher of a
combined grade is how to best balance two sets of curriculum expectations in a wide variety of program areas.
Simply trying to get an understanding of the two curricula, looking for possible points of integration and determining what to teach can be overwhelming for even the
most experienced teacher.
Over the last few years there has been a marked
­increase in the creation of combined grades resulting in
a greater need for additional support for those teachers
who are in these classrooms.
This document was created by Peel teachers for Peel
teachers in order to assist combined grade teachers with
planning support, by providing a basic framework of
what Long Range Plans might look like for combined
grades classrooms.
In addition to the Long Range Plans, ideas for unit integration and a variety of tasks to aid in planning have
been included. Our hope is that this resource will serve
as a starting point for teachers as they begin to flesh out
the ­various assessment/instructional tasks and other
program ­planning requirements specific to their school
and c­ lassroom situation.
It is important to stress that this document is only
intended to be a basic framework designed to assist
teachers with support in mapping out the curriculum
needs for the year, and is in no way intended to be
adhered to strictly. While using these documents
­teachers will need to use best judgment and possibly
adjust the order of units, time lines, material and
change/ incorporate additional information as needed
to best meet the specific needs of the learners in their
classroom.
These Long Range Plans were created using the
Overall Expectations (OE) in the Ontario curriculum
documents a
­ vailable as of April 2014. Please be a
­ dvised
that a teacher must incorporate any new Ontario curriculum documents after this date of publication.
Your Union will continue to monitor and review the
implications of combined grades and work with teachers
who have concerns with increased expectations on their
workload in the area of planning, instruction and reporting. The PETL continues to encourage members to work
with us through any work load concerns. For further
information on ETFO’s position on combined grades visit
www.etfo.ca (http://www.etfo.ca/AboutETFO/
Governance/PolicyStatements/Pages/default.aspx)
For further assistance with combined class planning
the PETL local has purchased the ETFO resource “Learning Together: A Teacher’s Guide to Combined Grades”
for all Peel school libraries.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
1
A STARTING POINT FOR PEEL TEACHERS: Long Range Plans for Combined Grades
Format Definitions Each grade pairing is chunked into four units of time, to
loosely align with the school year calendar, reflecting
reporting periods.

 Start-of-Year (Sept./Oct.)

 Term One (Nov.–Jan.)
 Term Two (Feb.–Apr.)

 Year End (May/Jun.)
BIG IDEA
The Big Idea is the concept which unifies the curriculum
being taught during a specific block of time and is the
idea students should remember long after the unit is over
and details forgotten.
Each unit includes Big Ideas, Culminating Tasks, Performance Tasks, Subtasks, Guiding Questions and clusters
of curriculum Overall Expectations (OE) from the Science
and Tech, Social Studies, Language, Mathematics and
Arts strands. (Teachers who teach their own Health and
Physical Education or Music will need to i­ ncorporate this
curriculum area.)
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
PERFORMANCE TASK
Within each subject area specific Performance Tasks are
suggested.
These tasks are separate from the Culminating Task
and are not integrated with other curriculum areas but
rather help ensure an overall expectation is covered.
These tasks may be modified to suit a teacher/class
need, and are used as assessments of learning. Teachers will need to consider skills students require to have
been taught prior to or subsequent to the Performance
Task in each subject area. How best to teach the skills
needed to complete the Performance Task is up to the
professional judgment of the teacher.
CULMINATING TASKS
The Culminating Task is the final assessment of learning for the cross curricular unit and allows students to
authentically ­demonstrate all the formative learning from
the unit.
In creating the Culminating Tasks the authors were
careful to develop tasks that were engaging and connected to real world experiences.
While creating a unit with this long range plan teachers GUIDING QUESTIONS
need to refer back to the Big Idea and ensure all learning Used to encourage critical thinking and guide rich conexperiences lead to the Culminating Task through a
versations that reinforce the Big Idea.
backward design model of planning.
SUBTASKS
The Subtasks help ensure that the skills required to
move s­ tudents forward to complete the culminating
task are taught.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
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September/October
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
BIG IDEA: Community
CULMINATING TASK: Students build a model of a community as a class. Grade one’s will each build a structure that serves a function and
the grade 2s will build a structure that has a moving part and represents their cultural heritage. Grade one’s will develop a set of rules for
the community. They design a fence that has a repeating pattern while the grade two’s design one with a repeating and growing or decreasing
pattern. Both grades create and solve a number story about the community. They will design a flag, research a dance in their community and
rewrite the words to “These are the people in my neighbourhood” to represent the cultural diversity of a Canadian community.
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
Understanding Structures and Mechanisms
Heritage and Identity
Oral Language
Number Sense and Numeration
Exploring Forms and Cultural Contexts
Grade 1: Objects and Structures
Grade 1: Our Changing Roles and Responsibilities
Grade 1 and 2
Grade 1
Grade 1 and 2
OE1. assess the impact on people and the environment of objects and structures and the materials
used in them;
A3. Understanding Context: demonstrate an understanding that they and other people have different
roles, responsibilities, and relationships, and that all
people should be treated with respect, regardless
of their roles, relationships, and responsibilities
(FOCUS ON: Significance) .
OE1. listen in order to understand and respond
appropriately in a variety of situations for a variety
of purposes.
OE1. read, represent, compare, and order whole
numbers to 50, and use concrete materials to investigate fractions and money amounts.
Grade 2: Changing Family and Community
Traditions
OE1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning.
OE2. investigate structures that are built for a specific purpose to see how their design and materials
suit the purpose;
OE3. demonstrate an understanding that objects
and structures have observable characteristics and
are made from materials with specific properties
that determine how they are used.
Grade 2: Movement
OE1. assess the impact on society and the environment of simple machines and mechanisms;
OE2. investigate mechanisms that include simple
machines and enable movement;
OE3. demonstrate an understanding of movement
and ways in which simple machines help to move
objects.
A3. Understanding Context: describe some of the
major groups in their community, including different types of families, and some of the ways in which
traditions and heritage are passed on by such
groups (FOCUS ON: Interrelationships; Significance).
SUB TASK
Grade 1: Develop the rules and responsibilities for
the community that is being built by the class;
Reading
Grade 1 and 2
Writing
Grade 1 and 2
OE1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience.
Media
Grade 2: All About Me — personal presentation on
their culture (food, clothing, language and art, and
the flag).
Grade 1 and 2
GUIDING QUESTION:
SUB TASK
Grade 1 and 2:
Orally, or in writing/pictures, describe the structure
they built, to a specified audience.
What are the features of a community?
How do we build a community?
OE1. demonstrate an understanding of a variety of
media text.
Grade 2
OE1. read, represent, compare, and order whole
numbers to 100 and use concrete materials to represent fractions and money amounts to 100¢.
SUB TASK
Grade 1 and 2
Using a black line master (teacher made), put a
number of houses on a street. Ensure there is
enough space on each house for students to label
with a number. Independently, or in small groups,
ask the students to label houses with numbers.
Once completed, ask students to place the houses
in sequential order, and explain their thinking using
other manipulatives.
Patterning and Algebra
Grade 1
Dance
A3. demonstrate an understanding of a variety of
dance forms and styles from the past and present,
and their social and/or community contexts.
Drama
B3. demonstrate an understanding of a variety of
drama and theatre forms and styles from the past
and present, and their social and/or community
contexts.
Music
C3. demonstrate an understanding of a variety of
musical genres and styles from the past and present, and their social and/or community contexts.
Visual Arts
D3. demonstrate an understanding of a variety
of art forms, styles, and techniques from the past
and present, and their social and/or community
contexts.
OE1. Identify, describe, extend and create repeating
patterns.
Grade 2
OE1. Identify, describe, extend and create repeating
patterns, growing patterns and shrinking patterns.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
3
September/October
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
BIG IDEA: Community continued
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
GUIDING QUESTION
SUB TASK
SUB TASK
Grade 1 and 2: What do we need to think about
when we build something?
Grade one and two
Grade one and two
SUB TASK
Grade 1: A fence with a repeating pattern.
Grade 1: Design and build a model of a structure of
their choice, built from common materials and to
specifications.
Grade 2: A fence with a repeating pattern and a
growing or decreasing pattern. Once the fences are
designed, have students describe the pattern rule.
Grade 2:
Geometry and Spatial Sense
Design and build a model of a structure of their
choice that moves (e.g. car, mailbox that opens)
built from common materials and to specifications
and represents their cultural heritage. (e.g. mosque,
Indian grocery store).
Grade 1
Students will combine their structures to create a
model of a community.
Design a fence for a backyard in the community.
OE1. identify common two-dimensional shapes
and three-dimensional figures and sort and classify
them by their attributes;
OE3. describe the relative locations of objects using
positional language.
Dance
Find out about dances from different cultures
in the community.
Drama
Act out the safety rules they create for the
­community.
Music
Rewrite the lyrics for “These are the people in your
neighbourhood” to represent the cultural diversity
of a Canadian community.
Grade 2
Art
OE1. identify two-dimensional shapes and threedimensional figures and sort and classify them by
their geometric properties;
Create a flag for the community built by the class
that represents the student’s cultures, incorporating colours from all of the flags represented in the
classroom community.
OE3. Describe and represent the relative locations
of objects, and represent objects on a map.
SUB TASK
Grade 1
Individual performance based assessment:
Provide a map of the community on a large piece of
­paper. Use Lego characters as people for the classroom. Prompt the student to place the Lego character
beside, in front of, on top of, the objects on the map.
The teacher then places the characters on the
paper and asks the students to describe each character’s relationship to the object on the map (e.g. the
man is beside the desk).
Grade 2
Grade twos will look at the community that has
been built in class. They will draw a simple map
of the community. Then they will orally describe
the relative locations of objects, using positional
language (e.g. beside, in front of, to the left of).
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
4
November/December/January
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
BIG IDEA: Relationships
CULMINATING TASK: Use technology to create a comic strip. The grade one comic strip character is shown
experiencing the four seasons as well as times of day. The grade twos’ character is a SUPERHERO who must
use the powers of AIR/WATER to save the environment.
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
Understanding Earth and Space Systems
Heritage and Identity
Oral Language
Measurement
Grade 1: Daily and Seasonal Changes
Grade 1: Our Changing Roles and Responsibilities
Grade 1 and 2
Grade 1
OE1. assess the impact of daily and seasonal
changes on living things, including humans;
A1. Application: describe some of the ways in
which people’s roles, relationships and responsibilities relate to who they are and what their situation
is, and how and why changes in circumstances
might affect people’s roles, relationships and
responsibilities as well as their sense of self (FOCUS
ON: Continuity and Change);
OE2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes.
OE1. estimate, measure, and describe length, area,
mass, capacity, time, and temperature, using nonstandard units of the same size.
OE2. investigate daily and seasonal changes;
OE3. demonstrate an understanding of what
daily and seasonal changes are and of how these
changes affect living things.
Grade 2: Air and Water in the Environment
OE1. assess ways in which the actions of humans
have an impact on the quality of air and water, and
ways in which the quality of air and water has an
impact on living things;
OE2. investigate the characteristics of air and water
and the visible/invisible effects of and changes to
air and/or water in the environment;
OE3. demonstrate an understanding of the ways
in which air and water are used by living things to
help them meet their basic needs.
A2. Inquiry: use the social studies inquiry process
to investigate some aspects of the interrelationship
between their identity/sense of self, their different roles, relationships, and responsibilities, and
various situations in their daily lives (FOCUS ON:
Interrelationships).
Grade 2: Changing Family and Community
Traditions
A1. Application: compare some significant traditions and celebrations among diverse groups and
at different times, and identify some of the reasons
for changes in these traditions/celebrations (FOCUS
ON: Perspective; Cause and Consequences);
A2. Inquiry: use the social studies inquiry process
to investigate some of the past and present traditions and celebrations within their own family and
the communities to which they belong (FOCUS ON:
Continuity and Change).
Reading
Grade 1 and 2
OE2. recognize a variety of text forms, text features
and stylistic elements and demonstrate understanding of how they help communicate meaning.
Writing
Grade 1 and 2
OE2. draft and revise their writing, using a variety
of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose
and audience.
Media Literacy
Grade 1 and 2
OE2. identify some media forms and explain how
the conventions and techniques associated with
them are used to create meaning.
Grade 2
OE1. estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature,
using non-standard units and standard units.
PERFORMANCE TASK
Grade 1 and 2
Use a tool of technology to create a “No David”
comic strip (picture with words for grade 2), that
depicts an event that happened to them.
Grade 1 and 2: Creating and Presenting
Dance
A1. apply the creative process to the composition of
simple dance phrases, using the elements of dance
to communicate feelings and ideas.
Drama
B1. apply the creative process to dramatic play
and process drama, using the elements and
­conventions of drama to communicate feelings,
ideas, and stories.
Grade 1 and 2
Estimate and measure the height of three books
that vary in size and order them from smallest to
tallest. Grade 1 will use only non-standard units
(hands, popsicle sticks) and grade 2 will use nonstandard AND standard units.
Data Management
Grade 1
OE1. collect and organize categorical primary data
and display the data using concrete graphs and
pictographs, without regard to the order of labels on
the horizontal axis;
OE2. read and describe primary data presented in
concrete graphs and pictographs.
Grade 2
SUB TASK
ARTS
OE1. collect and organize categorical or discrete
primary data and display the data, using tally charts,
concrete graphs, pictographs, line plots, simple bar
graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;
Music
C1. apply the creative process to create and
perform music for a variety of purposes, using the
elements and techniques of music.
Visual Arts
D1. apply the creative process to produce a variety
of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings.
SUBTASK
Grade 1 and 2
Visual Arts
Create a three-dimensional representation of their
comic strip character.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
5
November/December/January
BIG IDEA: Relationships continued
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
Grade 1 and 2
OE2. read and describe primary data presented in
tally charts, concrete graphs, pictographs, line plots,
simple bar graphs, and other graphic organizers.
Reading
PERFORMANCE TASK
Use “No David” books by David Shannon: Discuss
David’s behaviour and use that to discuss the rules,
and how they are different in different families, different cultures and different contexts. Also examine
features of a narrative. Have the Grade One students
do an oral retell of one of the “No David” books. The
grade two students complete a beginning/middle/
end graphic organizer.
Grade 1 and 2
SUB TASKS
Writing/Oral
Recount a story of when they got in trouble.
Media Literacy
Introduce students to the techniques for reading a
comic strip. Discuss the features of this text form.
Create a tally chart to collect data in their class on
a responsibility ( making your bed, loading a dishwasher, setting the table), they identified in their
discussion of the David books (grade one) or the
different cultures they have learned about (grade
two). Use the data to create a graph to display the
data and describe what the data is telling them.
ARTS
Drama
Create a skit to dramatize the story they write about
a time when they got into trouble.
Dance
Grade 1
Create a movement series to represent seasonal
changes.
Grade 2
Create a movement series to represent changes in
the air/water cycle.
Music
Create a beat to correspond to a traditional song
(e.g., using rhythm sticks or clapping).
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
6
February/March/April
BIG IDEA: Human and Natural Interactions
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
CULMINATING TASK: At Recycle Public School, Room 12 wants to be the most eco-friendly room in the school. The students
do an “energy audit” of the classroom, the focus for grade two students will be tracking the water use and for the grade
one students it would be energy use. They will track water and energy use and then make plans to reduce waste.
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
Understanding Matter and Energy
People and Environments
Oral Language
Number Sense
Reflecting, Responding and Analyzing
Grade 1: Energy in our Lives
Grade 1: The Local Community
Grade 1 and 2
Grade 1
Grade 1 and 2
OE1. assess uses of energy at home, at school, and
in the community, and suggest ways to use less
energy;
B1. Application: describe some aspects of the interrelationship between people and the natural and
built features of their community, with a focus on
how the features of and services in the community
meet people’s needs (FOCUS ON: Interrelationships).
OE1. listen in order to understand and respond
appropriately in a variety of situations for a variety
of purposes.
OE2. demonstrate an understanding of magnitude
by counting forward to 100 and backwards from 20;
Dance
OE3. solve problems involving the addition and
subtraction of single-digit whole numbers, using a
variety of strategies.
A2. apply the critical analysis process to communicate their feelings, ideas, and understandings
in response to a variety of dance pieces and
experiences.
Grade 2: Global Communities
OE3. use knowledge of words and cueing systems
to read fluently.
OE2. investigate how different types of energy are
used in daily life;
OE3. demonstrate an understanding that energy is
something that is needed to make things happen,
and that the sun is the principal source of energy
for the earth.
Grade 2: Properties of Liquids and Solids
OE1. assess ways in which the uses of liquids and
solids can have an impact on society and the
environment;
OE2. investigate the properties of and interactions
among liquids and solids;
OE3. demonstrate an understanding of the
­properties of liquids and solids.
GUIDING QUESTION
Grade 1 and 2: How might someone use the
­information that you gathered?
Who might find this information useful? Why?
SUB TASK
Grade 1: Students do a survey of the energy use in
the classroom and make a plan to reduce waste.
Grade 2: Students do a survey of the water use in
the classroom and make a plan to reduce waste.
B3. Understanding Context: identify and locate various physical features and selected communities
around the world, and describe some aspects of
people’s ways of life in those communities
(FOCUS ON: Significance).
GUIDING QUESTION
Grade 1 and 2: What are we doing as a school/classroom community to reduce, reuse and recycle?
SUB TASK
Grade 1:
Using the graphic organizer of their choice (e.g.,
flowchart, mind map) show how the different
community members interact to manage garbage,
turning it into energy and reducing the impact of
humans on the environment.
Grade 2:
Using media (print or electronic), investigate water
availability around the world. In order to answer the
question: “How does water affect our daily lives?”,
students will compare themselves and their daily
use of water to that of an imaginary child from a
place where water is not readily available.
Reading
Grade 1 and 2
Writing
Grade 1 and 2
OE3. use editing, proofreading, and publishing
skills and strategies, and knowledge of language
conventions, to correct errors, refine expression,
and present their work effectively.
Media
Grade 1 and 2
OE3. create a variety of media texts for different
purposes and audiences, using appropriate forms,
conventions, and techniques.
SUB TASK
Create a mind map using technology (Smart Ideas)
that demonstrates what they can do to reduce,
reuse and recycle.
Grade 2
OE2. demonstrate an understanding of magnitude
by counting forward to 200 and backwards from
50, using multiples of various numbers as starting
points;
OE3. solve problems involving the addition and
subtraction of one- and two-digit whole numbers,
using a variety of strategies, and investigate multiplication and division.
SUB TASK
Grade 1: At Recycle Public School, the students are
trying to have fewer bags of garbage. On garbage
day, there are fewer than 10 bags of garbage for the
grade one’s and two’s. How many could each grade
have?
Grade 2: At Recycle Public School, the older students are also counting garbage bags. On garbage
day, there are fewer than 100 empty water bottles
for the grade one’s, two’s and three’s. How many
empty water bottles could each class have?
Drama
B2. apply the critical analysis process to communicate feelings, ideas, and understandings in response
to a variety of drama works and experiences.
Music
C2. apply the critical analysis process to communicate their feelings, ideas, and understandings
in response to a variety of music and musical
experiences.
Visual Arts
D2. apply the critical analysis process to communicate feelings, ideas, and understandings
in response. to a variety of art works and art
experiences.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
7
February/March/April
BIG IDEA: Human and Natural Interactions continued
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
Patterning and Algebra
PERFORMANCE TASK
Grade 1
Grade 1 and 2
OE2. demonstrate an understanding of the concept
of equality, using concrete materials and addition
and subtraction to 10.
Grade 2
OE2. demonstrate an understanding of the concept
of equality between pairs of expressions, using
concrete materials, symbols, and addition and
subtraction to 18.
PERFORMANCE TASK
Grade 1 and 2
Planet Woman has special powers and can move
anything she wants! She wants to make sure all of
the lakes have the same number of fish so the lakes
are healthy. Each lake has 20 fish ( children can
decide their own numbers if they would like) , and
there are two kinds of fish. How many of each type
could there be? Have them show their thinking using pictures, word and or numbers .
Visual Arts
In groups, students produce a piece of 3D art using
recycled materials brought from home. Using
the students artwork, have a Gallery Walk. Have
students critically analyze one or two pieces of art
based on the critical analysis criteria provided.
Dance
Work with a partner to create a series of movements to communicate what they have learned
about our impact on the environment. Students
then team up with another pair and provide descriptive feedback to each others’ dances.
Drama
Watch a video, play or commercial with an environmental theme and give students the prompt, “If you
could give the actor advice, what would you like to
say to him or her?”
Music
Listen to a variety of music and have students identify the mood that is being created by the music.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
8
April/May/June
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
BIG IDEA: Cause and Effect
Design an imaginary animal and create the environment where this animal would live. Both grades will create an animal and explain a
characteristic of that animal (e.g. the way in which the animal moves, where it lives, physical features and what it eats). Grade two’s will also
explain how the characteristics of their animal are linked to the environment in the animal lives and how the characteristics help it to survive.
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
Understanding Life Systems
People and Environments
Reading
Measurement
Exploring Forms and Cultural Contexts
Grade 1: Needs and Characteristics of Living Things
Grade 1: The Local Community
Grade 1 and 2
Grade 1
Grade 1 and 2
OE1. assess the role of humans in maintaining a
healthy environment;
B2. Inquiry: use the social studies inquiry process
to investigate some aspects of the interrelationship
between people and different natural and built
features of their local community, with a focus on
significant short- and long-term effects of this interrelationship (FOCUS ON: Cause and Consequence);
OE1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
OE2. compare, describe, and order objects, using
attributes measured in non-standard units.
Dance
OE4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
OE2. compare, describe, and order objects, using
attributes measured in standard units.
OE2. investigate needs and characteristics of plants
and animals, including humans;
OE3. demonstrate an understanding of the basic
needs and characteristics of plants and animals,
including humans.
Grade 2: Growth and changes in animals
OE1. assess ways in which animals have an impact
on society and the environment, and ways in which
humans have an impact upon animals and the
places where they live;
OE2. investigate similarities and differences in the
characteristics of various animals;
OE3. demonstrate an understanding that animals
grow and change and have distinct characteristics.
GUIDING QUESTION
Grade 1 and 2
What are some ways that humans help and/or hurt
other living things?
B3. Understanding Context: describe significant
aspects of their community with reference to
different areas, services, and natural and built
features, demonstrating an understanding of some
basic ways of describing location and measuring
distance (FOCUS ON: Significance; Patterns and
Trends).
Grade 2: Global Communities
B1. Application: describe some similarities and
differences in the ways in which people in two or
more communities in different parts of the world
meet their needs and have adapted to the location,
climate, and physical features of their regions
(FOCUS ON: Cause and Consequence);
B2. Inquiry: use the social studies inquiry process
to investigate aspects of the interrelationship
between the natural environment, including the
climate, of selected communities and the ways in
which people in those communities live (FOCUS
ON: Interrelationships; Patterns and Trends).
Writing
Grade 1 and 2
OE1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience;
OE4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing
process.
Grade 2
PERFORMANCE TASK
Grade 1 Find three objects in the classroom that can
fit on top of your desk. Draw a picture of the objects
in order and describe each one. Use classroom
materials to measure and order the objects (e.g.
toothpicks, cube-a-links, etc.).
A3. apply the creative process to the composition
of simple dance phrases, using the elements of
dance to communicate feelings and ideas.
Drama
B1. apply the creative process to dramatic play
and process drama, using the elements and conventions of drama to communicate feelings, ideas,
and stories.
Music
Grade 2 Same as above, but students use
a standard measuring tool (e.g. ruler, scale,
thermometer, etc.) and record their measurements.
C1. apply the creative process to create and perform
music for a variety of purposes, using the elements
and techniques of music.
Geometry
Oral Language
Visual Arts
Grade 1 and 2
Grade 1 and 2
OE2. compose and decompose common twodimensional shapes and three-dimensional figures.
D1. apply the creative process to produce a variety
of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings.
OE2. Use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes;
OE3. Reflect on and identify their strengths as
listeners and speakers, areas for improvement, and
the strategies they found most helpful in oral communication situations.
PERFORMANCE TASK
Grade 1 and 2
Using their animal sanctuary habitats, describe/
explain the two dimensional shapes and three
dimensional figures used. Explain why the shapes
and figures were necessary to build the habitat.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
9
April/May/June
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 1 / 2
BIG IDEA: Cause and Effect continued
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
SUB TASK
GUIDING QUESTION
Media Literacy
GUIDING QUESTION
PERFORMANCE TASK
Grade 1 and 2
Grade 1 and 2
Grade 1 and 2
Why did you use these shapes or figures?
Grade 1 and 2
You want to help humans make choices and
­decisions that help animals. Design an animal
sanctuary that provides all of the needs of all the
animals and will change as the needs of the animals change. Students can draw the design or
build it with plasticine.
What makes us alike and different?
OE3. Create a variety of media texts for different
purposes and different audiences, using appropriate forms, conventions, and techniques;
What other shapes/figures could you have used to
create your habitat?
The community is having a fundraising event for
the animal sanctuary. Auditions are taking place for
music, drama, dance and art for the opening event.
PERFORMANCE TASK
Students will go on a community walk.
Given a template of the neighbourhood, have them
draw the pictures or take pictures of what they saw
then paste them onto the map.
Grade 1
Given a template of the neighbourhood, have
them add the important features (e.g., with cut-out
pictures, plasticine). Have them talk about why the
features are important.
Grade 2
Choose a country. Compare and contrast the food,
clothing, recreation and transportation of the
chosen country, to what would be found in our
community. Explain why they might be different or
the same?
OE4. Reflect on and identify their strengths as
media interpreters and creators, areas for improvement, and the strategies they found most helpful in
understanding and creating media texts.
SUB TASK
Grade 1 and 2
Students write a report on their animal. Included
with the report is an explanation as per the culminating task requirements.
PERFORMANCE TASK
Grade 1 and 2
Students prepare a portfolio of their best work in
each strand (media literacy, writing, reading) and
talk about their strengths and needs in each area.
Data Management and Probability
Students prepare the following pieces:
Grade 1
OE3. describe the likelihood that everyday events
will happen.
Grade 2
OE3. describe probability in everyday situations
and simple games.
PERFORMANCE TASK
Grade 1: Give students a list of events that are
related to their study of the needs of Living Things,
and ask them to indicate the likelihood that the
event will occur. (e.g., If you don’t water your plant
it will die. If your cat gets food everyday, he will be
healthy).
Grade 2: Welcome to ANIMAL LAND! Your job is to
create a spinner for one of the game booths where
you can win a poster of your favourite animal. The
spinner must have three possible numbers on
which to land, and it should be twice as likely to
land on one section than another.
Visual Arts
Create a logo for the community event.
Dance
Create a group dance for the opening event. You
could possibly mimic the movements of your
animal from the sanctuary in your dance.
Drama
Act out a day in the life of your animal.
Music
Use rhythm instruments and found sounds to show
the mood of the skit they created for drama.
LONG RANGE YEAR PLANS FOR COMBINED GRADE ONE/TWO
Last updated April 2014
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