Features of Communities Around the Worldlibrary.queensu.ca/files/ocup/FeatComm.pdf · Around the World Social Studies Length of ... The Planner provides electronic templates and resources

What is a Community? Creating a Fictitious Community

Belonging to a Larger Community - Canada Cardinal Directions

Mapping Canada and the WorldLiving in Canada and the Influence of Climate

Researching a CountryCulminating Task: International Travel Show

Including:

July 2005

Written by: The Curriculum Review Team 2005

Features of CommunitiesAround the World

Social Studies

Length of Unit: approximately: 22 hours

An Integrated Unit for Grade 2

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 1:31:10 PM

Features of Communities Around the WorldSocial Studies An Integrated Unit for Grade 2

The Curriculum Review Team 2005

Arlene Coons, Carol Donahoe, Mike Costelloe (Project Manager)

CAPB(416)325-0000

EDU

Mother Teresa(905) 525-2930 x2167

Hamilton-Wentworth Catholic District School Board [email protected]

Based on a unit by:

An Integrated Unit for Grade 2Written by:

This unit was written using the Curriculum Unit Planner, 1999-2002, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to help implement theOntario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry ofEducation. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy,edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials,equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associationsthat supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchCatholic Curriculum Cooperative (CCC)

A Special thank you to The Institute for Catholic Education and the partners who provided leadership,direction and support through the Advisory and CurriculumCommittees.


Features of Communities Around the World Page 1

Social Studies An Integrated Unit for Grade 2

Unit Overview

Unit ContextThis unit is designed to meet overall and specific learning expectations as outlined in the Grade 2 Canadaand World Connections - Features of Communities Around the World strand of The Ontario Curriculum SocialStudies document. Expectations are grouped in a logical and sequential manner in order to allow students toenhance their understanding of local community; increase their awareness of Canada; gain an appreciation ofother countries and the lifestyles of their peoples; gain a basic geographical understanding of the world; anddevelop mapping, inquiry and researching skills. Students will communicate their understanding of conceptswithin the context of an "International Travel Show". This unit is also intended to integrate specificexpectations outlined in other subject areas of the curriculum such as Math, Language, and Drama.

As Catholic learners, students will become aware of the diversity and interdependence of people andcommunities that exist in a world created by God. Respect for world religions, the life-journeys of all people ofgood will and the rights of others will be promoted. Students will develop attitudes and values founded onCatholic social teachings and act to promote social responsibility, and human solidarity. Catholic learners willdemonstrate a confident and positive sense of self, and a respect for the dignity and welfare of those whomthey encounter. For more specific Catholic Graduate Expectations, refer to individual subtasks.

Catholic Graduate Expectations:CGE 1c - actively reflects on God's Word as communicated through the Hebrew and Christian scriptures.CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human solidarity and the common good.CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayerand worship.CGE 1g - understands that one's purpose or call in life comes from God and strives to discern and live outthis call throughout life's journey.CGE 1h - respects the faith traditions, world religions and the life- journeys of all people of good will.CGE 1i - integrates faith with life.CGE Overall - an effective communicator who speaks, writes and listens honestly and sensitively, respondingcritically in light of gospel values.CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 2b - reads, understands and uses written materials effectively.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 3b - creates, adapts, evaluates new ideas in light of the common good.CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical,socio- economic and ecological) for the development of a just and compassionate society.CGE Overall - a self-directed, responsible, lifelong learner who develops and demonstrates their God-givenpotential.CGE 4f - applies effective communication, decision-making, problem-solving, time and resource managementskills.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respects therights of all and contributes to the common good.CGE 5a - works effectively as an interdependent team member.CGE 5b - thinks critically about the meaning and purpose of workCGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.CGE 7d - promotes the sacredness of life.CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.

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Unit Overview

CGE 7i - respects the environment and uses resources wisely.

Unit SummaryThe unit will begin with a discussion and role play of community helpers. Students will draw upon priorknowledge in order to discuss and form a response: e.g., "A community is a group of people who interact tomeet basic needs and within each community there are many distinguishing physical features." Students willdemonstrate their understanding of community by creating their own fictitious community. This will helpstudents appreciate that their local community is part of a larger world community; each individual, no matterwhere he or she lives, is part of a world created by God.

Having acquired a world perspective, the students will then concentrate on developing and demonstratingworld mapping skills. Subsequently, students will return their focus to Canada and will learn how Canada'slocation and climate impacts on food, housing, clothing, recreation, and family lifestyles. An understanding ofthe influences of Canada's climate and the development of research skills will assist students to complete theunit's culminating task.

Working in small groups, the students will take the role of a travel agent in order to participate in an"International Travel Show". Students will research a country and orally present their information. Students willcomplete a reflection activity after each presentation in order to consider reasons why they would like to travelto each country.

Culminating Task AssessmentEach Travel Agency will present the information gathered on its country to the visitors at the "InternationalTravel Show". The information must be presented in a way that nurtures an understanding of other culturesand communities and will provide the students with an opportunity to reflect upon how the basic needs ofpeople are met in other countries as compared to Canada. Students will be led to understand that asmembers of God's family, we share His world and must work to develop an appreciation and love for eachother.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayerand worship.CGE 1h - respects the faith traditions, world religions and the life-journeys of all people of good will.CGE 2a - listens actively and critically to understand and learn in light of Gospel values.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2e - writes and speaks fluently one or both of Canada's official languages.CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.CGE 4c - applies effective communication, decision-making, problem-solving, time and resource managementskills.CGE 5a - works effectively as an interdependent team member.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.

Links to Prior KnowledgeThe Grade 1 unit focused on the students' local community, distinguishing physical features and introducedthem to basic inquiry and mapping skills. Therefore, Grade 2 students should have an initial understandingof their community and how various groups of people interact to meet their needs. It will be beneficial ifstudents have previously constructed a simple 3-D model of their local community, using small found items torepresent larger objects and buildings. Previous experience constructing and interpreting graphs and charts




Unit Overview

will be beneficial.

Considerations

Notes to TeacherThis unit integrates expectations from various areas of The Ontario Curriculum. Time during religion,mathematics, language arts, visual arts, and computer studies may need to be utilized in order to completethis unit in the designated time frame.

Another option is to divide the unit into two smaller units - one focusing on mapping skills (Subtasks 1through 5) and the other focusing on researching Canada and the world (Subtasks 6 through 8).

Although many Blackline Masters are provided, the teacher may choose only those most appropriate to theneeds of the class. Try to have children demonstrate understanding and knowledge using hands-on activitieswhere possible.

Before beginning the unit, gather available resources related to Canada and other countries around the worldfrom your local library and school library to help you and the students choose the countries which the studentswill be researching. Ensure that resources reflect the various types of communities within Canada. Severalresources are suggested in Subtask 7. When collecting written materials consider different reading levelswithin the class. The teacher should also be aware of the authenticity of information being presented and tryto seek current and relevant materials that reflect realistic lifestyles.

Selection of countries by students should be based on available materials and on the interests and needs ofthe students. It is recommended that countries from different continents and at varying distances from theequator be researched. It is also beneficial to consider cultural and ethnic similarities and differences whenassigning countries. Be aware that it can be more difficult to research large countries, such as Russia andChina, because of the vast differences in climate from region to region. Some suggested countries are:Japan, India, France, Germany, Italy, Chile, Argentina, Mexico, Zimbabwe, Poland, Peru, Egypt, or NewZealand. Consider having a group of students research an Inuit community within Canada in order to exposestudents to the diversity existing within their own country.

Aspects of the Catholic Graduate Expectations are developed in each subtask within this unit. However, it isimportant to recognize that they are developed slowly, over time, and as the students mature.

Each student could use a folder in which to keep written work organized.

"Many Gifts" Social Studies for Catholic Schools (Teacher's Resource Books) is a suggested resource.

Obtain as many current junior atlases as possible and a wall map of the world.

Consider:- using reading buddies or reading partners when researching;- varying abilities when grouping students;- asking the Special Education Resource Teacher or the Language Resource Teacher to be of assistance;- coordinating time with Teacher-Librarian. It may be helpful to have the Teacher-Librarian work with individualgroups during the research process;- booking computer time during research so that multimedia can be used;- conferencing with students regularly, especially during culminating task and assessing data for clarity andcompleteness prior to oral presentations;- encouraging use of multimedia (CD-ROMs, Internet, books, etc.) during research process;




Unit Overview

- performing cultural dances and songs and playing games from different countries around the world.



Subtask List Page 1List of Subtasks

What is a Community? Through the role playing of various community helpers and a class discussion of "What is acommunity?", students will be guided to recall that a community is a collection of people who interact inorder to meet their basic needs and the needs of others. We are created for each other, in order to loveand to serve one another. They will come to further appreciate the value and contribution of all peopleand will recognize that they too are important members of their community who contribute to thecommon good.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of the gospel values.CGE 3b - breates, adapts, evaluates new ideas in light of the common good.CGE 1f - develops attitudes and values founded on Catholic social teachings and acts to promotesocial responsibility, human solidarity and the common good.CGE 1g - understands that one's purpose or call in life comes from God and strives to discern and liveout this call throughout life's journey.CGE 1i - integrates faith with life.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work whichrespects the rights of all and contributes to the common good.CGE 5b - thinks critically about the meaning and purpose of work.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 7d - promotes the sacredness of life.

1

Creating a Fictitious Community Students will brainstorm and discuss many of the physical features found within their local community.This will help the students to further appreciate the many gifts God has given us and that all of creationis created by Him. Students will learn how physical features, both God-made and people-made, can be

depicted as pictorial symbols on a map and will use this knowledge to create their own fictitiouscommunity map complete with legend.

Catholic Graduate Expectations:CGE 1c reflects on God's Word as communicated through the Hebrew and Christian scriptures

2

Belonging to a Larger Community - Canada Students will learn that their local community is just one of many communities. They will begin todevelop a sense of interdependence, interrelatedness, and equality. When several communities jointogether, a city is created. Students will locate their city or a major city near where they live and othermajor cities on a map of Canada. They will realize that their community is a part of something larger -Canada. Through prayer, students will celebrate Canada as part of God's creation.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 7b - accepts accountability for one's own actions.CGE 7h - exercises the rights and responsibilities of Canadian citizenship.CGE 7i - respects the environment and uses resources wisely.

3

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Cardinal Directions Students will identify the cardinal directions east, west, north, and south. They use the four cardinaldirections to compare, describe, and move the relevant location of objects.

4

Mapping Canada and the World This subtask will promote a holistic vision of the world and respect for all of creation. The students willdiscuss, record, and further their knowledge of the earth. A globe and a variety of maps and atlases willbe used as representations of the earth. With teacher guidance, the students will describe the locationof countries in relation to the equator, polar regions, and hemispheres. The location and climate ofCanada will be highlighted. The students will make a model of the earth and place specific informationon a world map to demonstrate their knowledge.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 2b - reads, understands and uses written materials effectively.CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.

5

Living in Canada and the Influence of Climate With teacher direction, students will develop research and inquiry skills necessary to complete theculminating task. They will apply these skills plus personal knowledge and experiences to analyse howour climate influences food, housing, clothing, and family life/culture.

Catholic Graduate Expectations:CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.

6

Researching a CountryWorking in small groups, students will select a country to research. Each group of students will becomerepresentatives from a travel agency and will be responsible for promoting their researched country atan "International Travel Show". Using multimedia, students will gather and record information pertainingto their country's location and climate and how they impact on the food, housing, clothing, and familylife (recreation and culture). This will help students to further develop an understanding of humandignity and respect for others.

Catholic Graduate Expectations:CGE Overall - an effective communicator who speaks, writes and listens honestly and sensitively,responding critically in light of gospel values.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work whichrespects the rights of all and contributes to the common good.CGE 2b - reads, understands and uses written materials effectively.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.CGE 5a - works effectively as an interdependent team member.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

7




Culminating Task: International Travel ShowEach Travel Agency will present the information gathered on its country to the visitors at the"International Travel Show". The information must be presented in a way that nurtures anunderstanding of other cultures and communities and will provide the students with an opportunity toreflect upon how the basic needs of people are met in other countries as compared to Canada.Students will be led to understand that as members of God's family, we share His world and must workto develop an appreciation and love for each other.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 1h - respects the faith traditions, world religions and the life-journeys of all people of good will.CGE 2a - listens actively and critically to understand and learn in light of Gospel values.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2e - writes and speaks fluently one or both of Canada's official languages.CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.CGE 4c - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.CGE 5a - works effectively as an interdependent team member.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.

8


Features of Communities Around the World Subtask 1What is a Community?

Social Studies An Integrated Unit for Grade 2 ~ 120 mins

Expectations2e51 A • apply the rules of participating in a conversation and

working with others;2e48 A • listen to discussions on familiar topics and ask relevant

questions;2e59 A – use appropriate gestures and tone of voice, as well as

natural speech rhythms, when speaking;2a61 A – use language and non-verbal means of

communication effectively for a variety of purposes bothin and out of role (e.g., explain why a character in astory or drama should not leave home);

2e23 A – use words and pictures to create a message;2z19 – recognize that the world is made up of countries,

continents, and regions, including Canada in thecontinent of North America;

2z21 – describe some similarities and differences in the wayscommunities around the world meet their needs (e.g.,with respect to food, clothing, shelter, recreation);

2z22 – identify similarities and differences (e.g., in food,clothing, homes, recreation, land use, transportation,language) between their community and a communityin another part of the world.

DescriptionThrough the role playing of various community helpers and a class discussion of "What is a community?",students will be guided to recall that a community is a collection of people who interact in order to meettheir basic needs and the needs of others. We are created for each other, in order to love and to serveone another. They will come to further appreciate the value and contribution of all people and willrecognize that they too are important members of their community who contribute to the common good.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of the gospel values.CGE 3b - breates, adapts, evaluates new ideas in light of the common good.CGE 1f - develops attitudes and values founded on Catholic social teachings and acts to promote socialresponsibility, human solidarity and the common good.CGE 1g - understands that one's purpose or call in life comes from God and strives to discern and liveout this call throughout life's journey.CGE 1i - integrates faith with life.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respectsthe rights of all and contributes to the common good.CGE 5b - thinks critically about the meaning and purpose of work.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 7d - promotes the sacredness of life.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesDiscussionBrainstormingRole Playing

AssessmentObserve students' ability to role play acommunity occupation and record achievementlevels using the subtask rubric provided.Teacher may also choose to assessparticipation in class discussions and journalresponse using BLM 1 - Assessparticipation/Journal.

Assessment StrategiesObservationQuestions And Answers (oral)Response Journal

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Assessment Recording DevicesRubricRating Scale

Teaching / Learning1.1 Introduction - Community Helpers(Whole Class)Read an appropriate book about a community helper(s) or view an appropriate video. Have students name thehelper(s) identified in the story or video and record on a class chart. Discuss how people in the book serve orhelp others in the community . Encourage students to recall other community helpers which were introducedand discussed in Grade 1. Brainstorm with the children a list of different types of helpers/occupations andrecord ideas on chart paper.

Ensure that the community helpers brainstormed include a variety of occupations such as homemaker,teacher, clergy, etc. Be sure to include those that help us to meet basic needs such as food (e.g., farmer,chef, waitress, grocery store cashier, etc.), shelter (builder, carpenter, bricklayer, etc.) and clothing(seamstress, retailer, tailor, etc.). Guide children by asking questions such as "If you were hungry and neededto buy food, where would you go?" "Who would help you?" "If you needed to build a house, who would build itfor you?" "Where do we get our clothes from?" " Who makes clothes or sells them to us?" "When you are sick,who helps you?" It is important to have students understand that everyone's contribution is important.

1.2 Role PlayingAsk each child to choose one community helper from the class list to role play or assign occupations to berole played to ensure that a variety of roles are performed. Review role playing expectations. Student is topretend he/she IS the person. Encourage students to use a different voice, add gestures, move appropriately,etc. It will be beneficial for the students to have the teacher demonstrate role playing expectations using anexample.

Provide time for the students to prepare their role play. Provide students with questions to respond to duringthe role playing presentation. While in role, each student will be asked several questions such as: 1) What is itthat you do? Tell us about it. 2) How do you help people in the community? 3) Do you enjoy what you do?Why? It will be helpful to put these questions on the board so children can refer to them during independentrehearsal time.

1.3 Role Play Presentations(Individual Task)Option 1: Students role-play their community helpers. While student is still in role, teacher will initiate dialogueby posing questions that will elicit reflective responses rather than yes/no answers - refer to questions posedin task 1.2.

(Pairs)Option 2: (A-B PAIRS) Have students choose a partner or assign partners. (One partner will be called A andthe other partner will be called B.) Partner A will role-play an occupation while partner B tries to guess theoccupation being portrayed. Partner B will then ask partner A several questions about his/her occupation asoutlined previously. Students switch roles and repeat.




1.4 Portfolio FolderStudents require a folder in which to keep their written work organized.

1.5 SummaryOnce all students have finished role playing, explain that we all have a purpose or calling in life. Although thisactivity focused on certain types of helpers, no matter what a person does and no matter who a person is, weare all valued and are all created in the image of God. Stress that everyone is important. God has madeeveryone of us special and everyone one of us is made in His image. Summarize "What is a Community?" - Acommunity is made up of a group of people who are called to service (to help each other, the poor, the sick,and the less fortunate). When two or more people gather in the name of Jesus Christ, a Christian communityis formed. All people in the community need food, shelter, clothing, and love (spirituality) . By workingtogether, these needs can be met. This is how we create the Kingdom of God here on earth. Teacher maywish to post a definition of community in the classroom. Students should also have a copy of the definition intheir individual folder. Distribute BLM 1.5 (What is a Community?). Although students may provide variousanswers, guide them to recognize and focus on the basic need for food, clothes, shelter, and love.

1.6 I am Important Too(Individual Task)Inform students that they too have a "job" and responsibilities within the community. Adults and children arecalled to service and can make the world a better place. Talk about how they can be helpers as students,friends, brothers, sisters, daughters, or sons. By being like Christ (sharing, caring, and being kind) each ofthem play an important role in the community. Have each child trace one hand onto construction paper, cut itout and write a sentence on it about how they can bring about or promote peace, love, respect and justice(fairness) at school or at home. Alternatively, students can write the words "I can be" on the palm of theirtraced and cut out hand and write a word or words on each finger such as caring, sharing, loving, helpful,friendly, kind, etc. Put hands on a bulletin board with the title: "God's Helping Hands" or "Our Helping Hands"

Adaptations1.1 Some students will benefit from seeing actual pictures of different types of occupations; therefore, teacher shouldconsider making a collection of pictures and/or picture books available.

1.2 and 1.3 Considerations:

- Some occupations are easier to role play than others. It may be necessary to make specific suggestions about roleplaying to students who have difficulty expressing themselves.

-Students with special needs can be incorporated into this activity by being teamed with a partner.

-Some students may require more prompting and guidance during practice and dramatization.

1.5 Rather than writing a sentence on a traced and cut-out hand, students may simply print their names on the hands andorally share what they can do to make the world a better place.




ResourcesRole Playing a Community Helper

BLM 1.5 - What is a Community? (Student) 1_definition.cwk

BLM 1 - Assess participation/Journal(Optional)

1_subtask1.cwk

Chart paper to record occupations 1

journal (optional) 1

Construction paper for cutting out tracedhands

1

Student Folder 1

Bulletin Board and Cutout Letters

Various pictures of occupations




Notes to TeacherIt is important to represent a Catholic perspective of community in this unit. Students should understand thatcommunity is more than simply a group of people. It is a "family" that is bound by love and responsibility.Collectively, we work towards the common good.

Some students may have more personal experience with particular occupations. Encourage students todraw upon this knowledge.

Teacher should discuss all kinds of community helpers and should include local occupations, rural andurban occupations, and those that are open to men, women and the disabled.

It will be extremely difficult to complete this subtask within the timeframe prescribed for social studies. If allactivities are to be explored consider: a) Role playing during Drama for tasks 1.2 and 1.3, b) Utilizing aReligion period for task 1.5.

During Language Arts, have students write about the community helper they role played in their journals.They should tell about the community helper and reflect on why this particular helper is important to thecommunity. How does this occupation make our community better? Students can illustrate the occupationthey role played as well. Students who have difficulty expressing themselves in writing can illustrate thecommunity occupation they role played and copy/complete a simple sentence such as: A (name acommunity helper) helps others in the community.

Teacher ReflectionsOutline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.

Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the publishedunit.


Features of Communities Around the World Subtask 2Creating a Fictitious Community


Expectations2e22 A – use titles to summarize content;2e47 A • communicate messages, and follow instructions and

directions;2e25 A – print legibly;2m56 A – describe the relative locations (e.g., beside, two steps

to the right of ) and the movements of objects on a map(e.g., "The path shows that he walked around the desk,down the aisle, and over to the window.");

2e24 A – use underlining, colour, size of print for emphasis;2z21 – describe some similarities and differences in the ways

communities around the world meet their needs (e.g.,with respect to food, clothing, shelter, recreation);

2z34 – compare how people living in different climates (e.g.,near the poles and near the equator) meet their needsfor food, shelter, clothing, and recreation.

2z20 – demonstrate an understanding of the relationshipbetween location and climate (e.g., warmer climatesoccur near the equator);

DescriptionStudents will brainstorm and discuss many of the physical features found within their local community.This will help the students to further appreciate the many gifts God has given us and that all of creation iscreated by Him. Students will learn how physical features, both God-made and people-made, can bedepicted as pictorial symbols on a map and will use this knowledge to create their own fictitiouscommunity map complete with legend.

Catholic Graduate Expectations:CGE 1c - reflects on God's Word as communicated through the Hebrew and Christian scriptures.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesBrainstormingMap MakingDemonstration

AssessmentTeacher will observe students as they completemapping tasks in order to check for progressand level of independence. Teacher will use thecompleted activity called Symbol Sense toassess each student's understanding of theterms to the right of, across, behind, etc. Thisactivity and the completed fictitious map canalso be assessed using a YES/NO checklist(BLM 2 - Assessing Mapping Skills).

Assessment StrategiesExhibition/demonstrationObservation

Assessment Recording DevicesChecklistAnecdotal Record

Teaching / Learning2.1 Introduction(Whole Class)Have students look outside the window or go for a short walk around the neighbourhood to marvel at and




appreciate all the wonderful things they can see, hear and touch (gifts from God). Stress that we should bethankful to God for He has given us all of creation and have students reflect on these gifts. Teacher may wishto read Genesis 1.

Share with the class a FEW things that God has created in their local community. We are thankful that Godhas given us such gifts as Jesus, people (our mom, dad....) trees, flowers, etc., BUT for now we are going tofocus our attention on the physical things in nature that God has given us. Teacher will have to explain theterm physical features. Record several examples on a chart paper and title the column: God-Made PhysicalFeatures. Ask students to come up with a few additional God-Made physical features. Explain that physicalfeatures can also be made by people. Begin a second column on the chart entitled: People-Made PhysicalFeatures. Provide students with a few examples (house, church, road, park) and have students add a few oftheir own. Help students to understand the difference between what is God-Made and People-Made. Neitherlist needs to be extensive or all inclusive. (Teacher can draw upon prior knowledge if students constructed a3-D model of their local community last year as part of the Grade 1 unit.)

2.2 Interpreting a Legend(Whole Class)Inform students that they are going to use their knowledge of physical features to understand and later createtheir own map. First, have students share their knowledge of "What is a map?" Determine what the studentsknow about maps without getting into too much detail since mapping will be explored more fully undersubtasks 3 and 4. At this point, all the students need to know is that a map shows where places and physicalfeatures are located or can be found. (Show examples of different maps if necessary. Various road mapsmay also be shown). Maps can help people to find their way from one place to another. On a map, smallobjects or symbols are used to represent larger ones. Again, if students completed a 3-D model of their localcommunity last year, draw upon this knowledge to help them understand how small objects (e.g., a cerealbox) can be used to show a larger object (e.g., a house).

(Individual Task)Distribute BLM 2.2 (Symbol Sense). Together look at the map and draw students' attention to the legend. Alegend helps us to read or understand the pictures or symbols on the map. The legend tells us what thepictures or symbols stand for. Stress that nothing can appear on the map that is not on the legend. Stress theimportance of colour. If the house is yellow in the legend, it MUST be yellow on the map (Colouring Rule).Review symbols and have children locate symbols on their map. Review questions at the bottom of the BLMand ensure understanding. Have students work independently to complete.

2.3 Creating a Fictitious Community(Whole Class)Review the definition from subtask 1: "What is a Community?"

This definition can now be expanded to include mention of a community's physical features. A community isalso made up of physical features.

Distribute BLM 2.3 (Create your own Community). Draw students' attention to the legend. As a class, decideon a symbol to be used to represent a church, school, house, and tree. Be sure everyone understands andcan draw the symbols chosen. Have each student draw the symbols onto his/her worksheet beside theappropriate word. Remind students that each symbol on the legend represents a real object. There are twoblanks on the activity so that teacher and/or students can add their own physical features. Teacher may wishto have the entire class use the same features or may allow students to choose two of their own physicalfeatures to be included in their fictitious community. Students can use only those symbols outlined in thelegend to create their own community.




(Individual Activity)Stress that NOTHING can appear on the map that is not on the legend. Review colouring rule. Havestudents work independently using the legend to create their own fictitious community. Have each child namehis/her community as a title. Remind them of the importance of capitals on titles and underlining.

Adaptations2.1 In order for some students to better understand what a map is, several examples of maps may need to be shown andexplored. Consider using local maps or road maps for this subtask.

2.2 and 2.3 Rather than creating a map using the BLM, have students with special needs create a 3-D model with theassistance of an educational assistant, volunteer, or peer. Have students use more concrete objects to create theirfictitious community OR provide students with cut out pictures of physical features and have them paste them on BLM 2.2rather than draw their own.

Always recognize effort as well as full task completion. Teacher may need to modify the assignment in terms of time.

ResourcesBLM 2.3 - Create your own Community(Student)

2_fictitious.cwk

BLM 2 - Assessing Mapping Skills 2_assess2.cwk

BLM 2.2 - Symbol Sense (Student) 2_legend2.cwk

Bible

Chart to list Physical Features 1

Examples of different types of maps




Notes to TeacherIf the religion teacher has available the Year two Religion Program called "We belong to the Lord Jesus", theintroduction of this lesson can be integrated with Unit 5, Theme 14 - We treasure the gift of God's Story.




Features of Communities Around the World Subtask 3Belonging to a Larger Community - Canada


Expectations2e22 A – use titles to summarize content;2e24 A – use underlining, colour, size of print for emphasis;

DescriptionStudents will learn that their local community is just one of many communities. They will begin to developa sense of interdependence, interrelatedness, and equality. When several communities join together, acity is created. Students will locate their city or a major city near where they live and other major cities ona map of Canada. They will realize that their community is a part of something larger - Canada. Throughprayer, students will celebrate Canada as part of God's creation.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 7b - accepts accountability for one's own actions.CGE 7h - exercises the rights and responsibilities of Canadian citizenship.CGE 7i - respects the environment and uses resources wisely.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesDirect TeachingMap Making

AssessmentTeacher will use questions/answers todetermine student understanding of howcommunities are interconnected. Observestudents as they locate cities on their individualmaps. Completed maps of Canada will beassessed using a checklist (BLM 3 - Checklistfor Assessing Students' Maps of Canada).

Assessment StrategiesPerformance TaskObservationQuestions And Answers (oral)

Assessment Recording DevicesChecklist

Teaching / Learning




3.1 A City is a collection of communities

(Whole Class)

Take all of the communities created by the student in subtask 2 and arrange them inside of five or six hulahoops. Explain that although each student created his/her own community, when several communities are puttogether or joined together, a larger community is formed. This is called a town or city. Have familiar names ofdifferent cities on index cards or construction paper (i.e., Toronto, Sudbury, Thunder Bay, Ottawa) and placeone name inside each of the hula hoops. Be sure to identify one hoop as your own city/town. Ask studentswhich collection of communities has the same name as their own city/town?

Take a piece of string or yarn and surround all the hula hoops. Without a lot of detail, explain that all the citieshave now been connected together to form a province. Ask students if they know the name of our province.Have Ontario labelled on an index card or on construction paper and place inside the string, but outside of thehoops. Use a different colour string or yarn and make a larger circle around the hula hoops. Explain thatOntario is also a part of something larger - the country of Canada.

3.2 Mapping Canada

(Individual task)

Provide students with a map of Canada. One is provided as BLM 3.2. Have them title the map: Map ofCanada. Ask students why it is important to have a title. Remind students that key words in a title should becapitalized and a title should be underlined. Draw attention to the different provinces labelled on the map andhave students identify Ontario. Using an overhead projector, help students locate and label where they live,plus other cities such as Toronto (provincial capital) and Ottawa (country's capital). Have students colour theentire map of Canada or just outline it. Inform students they may use any colour but blue since blue is used forwater. Teacher may wish to have students label the oceans and mention that below Canada is anothercountry that is not shown, the United States.

3.3 Summary

Gather the students together. Remind students that it was God who created the land and the water. Weshould be thankful to Him for all that He has given us - especially for giving us this wonderful country of ours,Canada. God has entrusted us with this land and we have a responsibility to respect, serve and protect it.Proudly display a flag of Canada and discuss how the flag represents Canada and is recognized around theworld. Teacher may wish to share details about the meaning of the flag's colours and maple leaf. Havestudents share their appreciation by singing O Canada. Invite students to share their reasons why Canada issuch a wonderful place to live. Conclude by sharing a prayer. A prayer is included as BLM 3.3 and may bedistributed to students to keep in their unit folder.

Adaptations3.2 If needed, provide assistance to those students who may have difficulty colouring and labelling their map of Canada.




ResourcesBLM 3.3 - Prayer 3_prayer.cwk

BLM 3.2 - Map of Canada (Student) 3_Canadamap3.pdf

BLM 3 - Assessing Student Map of Canada 3_AssessMap.pdf

Map of Canada on Overhead 1

Index Card for each city to be introduced

hula hoops 5-6

2 different colours of string or yarn

Notes to TeacherA map of Canada is included in this subtask as BLM 3.2 - Map of Canada. If the teacher chooses to usehis/her own map, it is suggested that the map of Canada illustrates the different provinces. Be sure it iscurrent and includes Nunavut.

REMINDER: Make an overhead of the map of Canada. It will be easier for students to locate cities/placeson their own map if they can see it projected on an overhead.

This subtask is concluded with a celebration of Canada. Teacher may wish to provide students with his/herown prayer to thank God for this land of ours or may wish to utilize BLM 3.3 - Prayer. This prayer may beput on chart paper for children to read during the celebration or may be handed out to each student so it canbe put into his/her unit folder.




Features of Communities Around the World Subtask 4Cardinal Directions


Expectations2e47 A • communicate messages, and follow instructions and

directions;2m56 A – describe the relative locations (e.g., beside, two steps

to the right of ) and the movements of objects on a map(e.g., "The path shows that he walked around the desk,down the aisle, and over to the window.");

2z27 A – recognize and use pictorial symbols (e.g., for homes,roads), colour (e.g., blue line/river), legends, andcardinal directions (i.e., N, S, E,W) on maps of Canadaand other countries;

DescriptionStudents will identify the cardinal directions east, west, north, and south. They use the four cardinal directions tocompare, describe, and move the relevant location of objects.


Teaching / Learning StrategiesDirect TeachingDemonstration

AssessmentStudents will perform a variety of activities inorder to demonstrate their understanding ofcardinal directions. Teacher will observestudents as they physically move classroomobjects according to cardinal directionsprovided orally. Teacher is encouraged tocomment on student performance using ananecdotal record/log. A checklist is alsoprovided to assess student achievement oftasks (BLM 4 - Assessing Cardinal Directions).

Assessment StrategiesPerformance TaskExhibition/demonstration

Assessment Recording DevicesAnecdotal RecordRating Scale

Teaching / Learning4.1 Cardinal Directions

(Direct Teaching/Whole Class)

Inform students that something important is missing on their map of Canada - the directional indicators orcardinal directions need to be added in order for their maps to be complete. Draw a North-South arrow on theboard. Point to the north and explain that this part of the arrow is facing in the direction of north. Label thearrow. Do the same for south. Draw an East-West arrow, explain each direction and label. Share with thestudents that the four cardinal directions help us to find places/locations. Rather than simply using wordssuch as beside, in front of, or behind, cardinal directions can be used.




4.2 Practising Directions

(Whole Class)

Label the north wall of the classroom. Ask the students to face north. Have them turn around completely andthey are now facing south. Label that wall. Return to face the north wall. Ask students to point east by raisingtheir right arm to the side. Label that wall. Ask students to point to the west by raising their left arm to theside. Label that wall. Play a game whereby the children are asked to face different directions and domovements and/or actions. For example: Face north and sit down; face east and wiggle your body, etc.

(Individual Task -optional)

To check for individual understanding of cardinal directions, have students complete an independent activityusing BLM 4.2 - Cardinal Directions. Review instructions and allow time to complete.

4.3 Understanding a Grid

(Large Class Demonstration)

Teacher should have previously created a grid on large paper. Place different objects on the squares of thegrid and have students describe the location of each object using the terms beside, below, to the right, under,etc. Now label the cardinal directions around the grid. Again place classroom objects on a square of the gridand ask student to describe the location of each object using the cardinal directions. Teacher may also try tohave students physically move objects one or two spaces in a given direction. For example: Place a pencil onone of the grid squares and ask a student to move the pencil two spaces to the north. Repeat several times tocheck for understanding.

(Individual Task - optional)

In order to check for individual understanding of grids, teacher may wish to have students complete anindependent activity using BLM 4.3 - Using Cardinal Directions on a Grid. Review instructions and allow timeto complete.

4.4 Cardinal Directions on a Map of Canada

(Individual Task)

Have students draw the cardinal directions on their maps of Canada completed in previous subtask. Remindthem that north is always at the top of a map. Indicate where you wish to have the cardinal directionalcompass placed on the map. Ask students directional questions about the map. For example, have studentslocate Ontario. What is west of Ontario?

Teacher may wish to have students place cardinal directions on their community maps created in subtask 1as well.

Adaptations4.2 Consider pairing students with a peer to help them follow oral directions. Also an Adapted BLM has been provided(BLM 4.2b - Cardinal Directions) where students can cut and paste pictures according to verbal instructions: Cut out thepig. Place the pig in the north box. Glue. Continue with other animals and provide oral directions and assistance.




4.3 Students with special needs can help to place and move objects on the class grid.

ResourcesBLM 4.2 - Cardinal Directions (Student) 4_directions.cwk

BLM 4.3 - Directions on a Grid (Student) 4_grid.cwk

BLM 4 - Assessing use of Directions 4_assesscd.cwk

BLM 4.2b - (Adapted) Using Directions 4_directions3.cwk

Index cards or labels for each direction 4

Students' Maps of Canada 1

Large/Class size grid 1

Misc. manipulatives and/or class objects

Notes to TeacherA mnemonic can be a helpful way for the students to remember the order of the directions (NESW) - NeverEat Squirming Worms.




Features of Communities Around the World Subtask 5Mapping Canada and the World


Expectations2e48 • listen to discussions on familiar topics and ask relevant

questions;2m49 A – identify and describe various three-dimensional

figures (i.e., cubes, prisms, pyramids) and sort andclassify them by their geometric properties (i.e., numberand shape of faces), using concrete materials (e.g., "Iseparated the figures that have square faces from theones that don't.");

2z25 A – sort and classify information using more than onecriterion (e.g., how environment affects the ways needsare met);

2z26 – use appropriate vocabulary (e.g., globe, model,distance, sphere, hemisphere, culture, countries,equator, North Pole, South Pole ) to communicate theresults of inquiries and observations about communitiesaround the world.

2z30 – find the equator and the poles on a map and/or globe;2z34 – compare how people living in different climates (e.g.,

near the poles and near the equator) meet their needsfor food, shelter, clothing, and recreation.

2e22 A – use titles to summarize content;

DescriptionThis subtask will promote a holistic vision of the world and respect for all of creation. The students willdiscuss, record, and further their knowledge of the earth. A globe and a variety of maps and atlases willbe used as representations of the earth. With teacher guidance, the students will describe the location ofcountries in relation to the equator, polar regions, and hemispheres. The location and climate of Canadawill be highlighted. The students will make a model of the earth and place specific information on a worldmap to demonstrate their knowledge.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 2b - reads, understands and uses written materials effectively.CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.


Teaching / Learning StrategiesMap MakingModel MakingDirect Teaching

AssessmentThrough observation and questioning, thestudents will demonstrate their knowledgeusing appropriate vocabulary. The teacher isencouraged to keep an anecdotal record orlog. Assessment of mapping skills,understanding, and application of termsintroduced (equator, polar regions,hemispheres, and climate) can be evaluatedusing a simple checklist (BLM 5 - AssessingMap).

Assessment StrategiesObservationPerformance Task

Assessment Recording DevicesChecklistAnecdotal Record




Teaching / Learning5.1 Locating Canada on a World Map

(Whole Class)Having completed a map of Canada, students will now have an understanding of Canada as a country.Introduce a large wall map of the world. Have a student point to Canada on the wall map. Draw attention to itsshape. Show students a map of Canada (preferably one completed in previous subtask). Point out thatCanada is always the same shape. Specify the significance of the use of colour (i.e., blue for water and thevariety of colours used for individual countries). With assistance, help children to locate other countries theyare familiar with.

5.2 Introducing terms: Equator, Polar Regions, and Hemispheres

(Whole Class)Using the wall map, locate the north pole and south pole. Describe the north pole as being at the top of theearth and the south pole as being at the bottom. Identify the poles using well-known indicators such as polarbears for the north pole and penguins for the south pole and discuss the fact that these areas are very cold.

Introduce the equator and locate it on the wall map. Describe the equator as an imaginary line around themiddle of the earth. It divides the earth in half. Discuss the fact that the jungle and desert areas are locatedclose to the equator. Stress that the closer one is to the equator, the hotter it will be. The further away one isfrom the equator, the colder it will be.

Using the wall map, find, name, and discuss the northern and southern hemispheres. Beginning at theequator show the students that the northern hemisphere extends towards the north pole and the southernhemisphere extends towards the south pole.

5.3 Defining Climate

(Whole Class)Inform students that location affects climate. Ask students to share their understanding of the term climate.Collectively come up with a definition of climate. It is important that students have a good grasp andunderstanding of the term climate. Climate refers to the weather patterns of an area. Generate key descriptorsto describe climate - hot, cold, dry, rainy/precipitation. Climate takes into consideration long periods of timeand varying seasonal temperatures. Students should print out a definition of climate and place it into their unitfile folder for future reference in subsequent subtasks.

Locate the northern and southern hemispheres once again on the map. Discuss the change in the climate asyou move from the equator towards each pole. Draw an outline of the earth (a circle) on a large paper or onthe blackboard. Individual students can be called upon to draw and label the hemispheres, the poles, and theequator. Add the cardinal directions.

(Individual Task or Pairs)Have students trace the outline of a circle onto a paper and label the equator, north pole, south pole, and thenorthern and southern hemispheres. Have students add the cardinal directions and a title.

5.4 Atlas

(Mixed-Ability Pairs)




Provide the students with junior atlases. Provide time for free exploration and discovery while searching for aworld map. With teacher direction, and using the wall map for reference, together locate the equator, the northpole, the south pole, and the two hemispheres on the world map. Review the cardinal directions. LocateCanada. Note the size and location of Canada. Relate the climate of Canada to the equator and the north orsouth pole. Name the hemisphere in which Canada is located.

Locate other familiar countries and discuss their location in very general terms. Have students predict whatthey think the climate would be like (very hot, hot, cold, or very cold). Guide students to relate climate tolocation and the equator. The closer a country is to the equator, the hotter it will be.

5.5 World Map

(Individual Task)Provide the students with a map of the world (BLM 5.5). With guidance, have the students outline Canada,label the north pole, the south pole, the equator, the northern hemisphere and the southern hemisphere. Thestudents must also place a title on the map and put on the cardinal directions. (This map should be retainedin their folder since it may be used during subtask 7.)

5.6 Reflection on Canada's location

Have students demonstrate their understanding of Canada's location by recording three facts they havelearned. Students may record facts on a piece of paper or teacher may distribute BLM 5.6 - Canada and ItsLocation. Also, refer to Adaptations for a modified activity (BLM 5.6b - Facts About Canada's Location).

5.7 The Globe as a Representation of the Earth

(Whole Class)Discuss the fact that the world is not flat, but is actually a sphere. Present a globe as a more realisticrepresentation of the earth. Have students locate Canada and other countries of interest. Invite students toshare what they notice about the globe (round, tilted, shows countries and water, etc.). Discuss similaritiesand differences between maps and globes. Discuss reasons why maps are often used rather than globes (i.e.,easier to manage, carry, store, etc.). Locate the north pole, south pole, equator, and hemispheres on theglobe.

(Individual Task)Provide students with modelling clay (or a polystyrene ball), ribbons, and brass butterfly fasteners. Thestudent will make a sphere with modelling clay. They will then use a fastener to hold the ribbon in place,around the centre to show the equator. Use pieces of ribbon to mark the north and south poles.

5.8 Celebration of God's Creation

This celebration will help the children to grow in the awareness that we are called to love and care for all ofGod's creation.

Materials: globe, candle, modelling clay globes made by the children and a Children's Bible.

1. The children gather in a circle, holding the earth that they made.2. Sing "He's got the whole world in His hands".3. Bible reading: Genesis 1: 1-12.4. Individual reflection by children on God's goodness for all that He created.5. Concluding Song: "Thank you God for giving us- the world, people, the water, etc.




Adaptations5.2 Provide a small table map (e.g., from an atlas or a placemat) for students who require materials to be closer to them.

5.3 The definition could be printed by a peer and this student could underprint.

5.4 When exploring atlases, consider pairing students according to ability so that students may assist each other andshare atlases.

5.5 The use of a puzzle of the world could be more appropriate for some students. The student could locate and point tothe specific points of reference.

5.6 Rather than having student complete an open-ended response to what they have learned about Canada's location(BLM 5.6 - Canada and Its Location) provide a cloze-type activity whereby student may fill in the blanks by simplychoosing the correct word (BLM 5.6b - Facts About Canada's Location).

5.7 Students could be paired to complete this activity. Instead of ribbon, a line could be scraped into the plasticine forchildren who are unable to manipulate the materials.

ResourcesBLM 5.5 - Map of The World (Student) 5_worldmap.cwk

BLM 5.6 - Canada's Location (Facts) 5_location2.cwk

BLM 5.6b - (Adapted) Canada's Location 5_location3.cwk

A First Atlas Scholastic Canada: Richmond Hill, Ontario, 1995

Junior Encyclopedia of Canada Edmonton, Alberta: Hurtig Publishers, 1990

Globe 1

Wall Map of the World 1




Ribbon 1

Brass butterfly fasteners 3

plasticine 1

Circle tracers 1

Chart Paper 1

White Paper 1

Notes to TeacherStudents have been introduced to and have an understanding of the map of Canada. In this subtask, they will discoverand explore Canada as part of a world community.

Prior knowledge of temperatures would be beneficial.

The terms northern and southern hemisphere can be related to fractions and may be reinforced in a math lesson. Halfof the earth is located in the northern hemisphere and half of the earth is located in the southern hemisphere. Teachercan demonstrate using a grapefruit or an orange.

It is important that students understand the concepts introduced in this subtask (equator, hemisphere, polar regions) inorder to complete subsequent subtasks independently.

It is extremely important that students have a good grasp of the term climate in order to complete their independentresearch task to follow.

Teacher may choose to elaborate on geometric solids when discussing the earth as a sphere or may choose toreinforce this concept during a math lesson.

In lesson 5.7, students will be using plasticine, ribbons and brass fasteners. Fasteners can be pushed into the plasticineto keep the ribbons in place.




Features of Communities Around the World Subtask 6Living in Canada and the Influence of Climate


Expectations2e30 • express clear responses to written materials, relating

the ideas in them (thoughts, feelings, experiences) totheir own knowledge and experience;

2e32 • understand the vocabulary and language structuresappropriate for this grade level;

2e48 A • listen to discussions on familiar topics and ask relevantquestions;

2e52 A • view, read, and listen to media works with simplemessages or factual information and describe what theyhave learned;

2e62 – view, read, and listen to media works to obtaininformation and to complete assigned tasks (e.g., viewor read the weather reports on television or in thenewspaper);

2m40 A – use a standard thermometer to determine whethertemperature is rising or falling (e.g., the temperature ofwater, air).

2z24 A – interpret data and draw simple conclusions (e.g.,establish connections between climate and clothing, oramong artefacts, games, and celebrations);

2z32 A – construct and read a variety of graphs, charts,diagrams, maps, and models to clarify and displayinformation (e.g., make graphs to compare the homesin various world communities).

2e56 – use linking words such as because, if, and after toorganize ideas in speech;


DescriptionWith teacher direction, students will develop research and inquiry skills necessary to complete theculminating task. They will apply these skills plus personal knowledge and experiences to analyse how ourclimate influences food, housing, clothing, and family life/culture.

Catholic Graduate Expectations:CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.CGE 3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,ethical, socio-economic and ecological) for the development of a just and compassionate society.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesDiscussionGuided WritingResponse Journal

AssessmentThe teacher will use questions/answers todetermine student understanding of howclimate affects life in Canada. Teacher isencouraged to comment on studentperformance using an anecdotal record/log. Arubric is also provided to assess studentachievement of tasks.

Assessment StrategiesResponse JournalPerformance TaskQuestions And Answers (oral)

Assessment Recording DevicesRubricAnecdotal Record




Teaching / Learning6.1 Climate (relationship between location and climate)

(Individual/Pairs/Whole Class)

Reinforce the relationship between location and climate. Review Canada's location relative to the equator andpolar regions, focusing on Ontario. Discuss seasons, typical temperatures, and weather as it relates to thestudents' local community. Divide the class into groups of four students. Assign each student in the group aseason and have child illustrate an appropriate scene. Pictures are to illustrate climate/weather only andstudents should avoid drawing people and activities at this point. Have members of the group glue theircollection of pictures onto a large paper and title each picture. Share and display pictures.

Help students to understand that these pictures show the seasons and weather patterns in their localcommunity. Stress that since Canada is such a large country, different regions in Canada can experiencedifferent weather patterns. Canada has a varied climate. Ask students what they think the weather would belike in the region closest to the North Pole and compare it to their local community. Because of the climate,ask, "What do they think homes, food, clothing and life would be like in this northern area compared to theirown." (When researching a community in subsequent subtask 7, a group of students may wish to pursue lifein northern Canada in more detail.) If available, teacher may have students compare climate graphs fromdifferent cities and show pictures or a video of Canada's climate.

6.2 Researching Canada (teacher may wish to focus primarily on Ontario)

(Teacher Directed)

Share with the class that a lot of time has been spent on learning about Canada's location and climatebecause these factors affect the way people live. Where a country is located and its distance from the equatorwill determine how people live, what they do, what they wear, and the things they can build.

Explain to the students that as a class they are going to complete a research assignment on Canada (orOntario) using videos (if available), books and the computer (if available). Although students may feel theyknow all there is to know about what we do, wear, eat, and build, they need to develop listing, note making,fact-finding (research) skills. Therefore, the class will research information together. Ask students to generatequestions about clothing, food, homes, and families/recreation and record on the blackboard.

Distribute paper to students to use to record findings. Have students fold their paper in half and use one halffor each topic or provide each student with a copy of BLM 6.2 - Researching A Country to record findings. Theteacher will read a passage from a predetermined resource about one topic (i.e., clothes) or use the fact sheetabout Canada provided (BLM 6.2b - Quick Facts on Canada). This fact sheet provides basic informationabout Canada's climate, location, food, clothes, etc. Afterwards, review and discuss what was heard and whatwas seen. Check to see if most of the questions that the students generated have been answered. Relatetopic to climate/location. After some discussion, teacher will record three to five key points onto a class chart.

As this point, talk about, explain, and emphasize the meaning of plagiarism. Also, talk about bibliographies. Atthe bottom of the class chart, record the name of the resource(s) being used. If the teacher is utilizing "QuickFacts on Canada" (BLM 6.2b), cite the Junior Encyclopedia of Canada.

Provide time for students to copy points. Continue process for other topics (food, homes, interesting sites,family life/culture, language, and religion). Be sure to discuss the diversity that exists under each topic.




Alternatively: Once one or two topics have been researched using a teacher-directed approach and if thereare adequate resources, the teacher may wish to have students work in small groups to locate and recordinformation pertaining to the other topics. The teacher should also consider utilizing the Teacher-Librarian towork with one group at a time in order to stress and develop research skills.

Be sure to provide time for groups to share their information with the class as a whole.

Summary: Review research process: 1) Generate questions; 2) Locate resources; 3) Read to find relevantfacts; 4) Record in point form and in students' own words as much as possible; and 5) Record resource(s)used.

6.3 Applying and Demonstrating Knowledge

(Individual reflection)

Conclusion: Orally review what has been learned under each topic and relate information to seasons andtemperatures. Canada is a vast and diverse country. It is home to many different types of people. The climateof Canada affects the way people live across Canada.

a) Have students complete a title page illustrating several facts discovered about Canada OR

b) Have students choose either winter or summer to reflect upon and complete BLM 6.3 - IndividualReflection.

Adaptations

Throughout the subtask, teacher should repeat and clarify information as required and have individual students rephraseto ensure understanding.

6.1 Consider:

-presenting children with specials needs with cut outs or pictures of different types of weather to reinforce theclimate/seasonal changes.

-providing students with four cut-outs of a tree or four pictures of a tree. With assistance, student can decorate (draw orcut/paste) each tree according to one of the four seasons. The tree would be bare in winter; budding leaves or flowers inspring; filled with green leaves in summer; and coloured leaves falling in winter. Peers or a volunteer could also helpstudents glue the trees onto paper and illustrate the weather. For example in winter show snow; summer show the sun;spring show rain; and for fall show wind.

6.2 Additional help, support and time may be needed and should be provided as necessary. If students are unable to copywork from the class charts, they could draw pictures to illustrate types of clothing, food, homes, etc. found in Canada.Teacher may consider reducing the number of facts that need to be recorded by some students.




ResourcesAssessing Research Skills

BLM 6.2b - Facts about Canada 6_canada facts2.cwk

BLM 6.3 - Individual Reflection (optional) 6_reflection.cwk

BLM 6.2 - Student Research Templates 6_research2.cwk

Junior Encyclopedia of Canada

Journey Across Canada - Ontario Harry Beckett

The World Book Student DiscoveryEncyclopediaDiscover Canada - Ontario Kathryn MacKay

Journey Across Canada Series Vero Beach

Countries of the World Peggy Hollinger

Hello Canada Series

Canada, Its Land and People - 2nd Edition D. Massey

A Visit to .... Series Peter and Connie Roop

Encarta Encyclopedia

Map of Canada previously completed 1

Class Chart paper 1

construction paper for drawings

Climate Graphs of Cities in Canada (optional)

Paper for title page 1




Notes to TeacherAlthough students have experience with food, clothing and shelter, it is important to research the information underteacher direction to develop research skills necessary for subtask 7.

If resources are unavailable or insufficient to research Canada, teacher should consider focusing his/her attention onthe student's local community. If that is the case, the focus of lessons 6.1 and 6.2 would be made specific to Ontariorather than Canada. If the teacher chooses to concentrate primarily on Canada in this subtask, be sure to also have agroup research a northern community (Nunavut) or perhaps an east or west coast community.

Teacher should try to utilize a variety of media works in this subtask to help students discover and explore the resourcesavailable.

During math, teacher may wish to reinforce the connection between concepts by creating or interpretingclimate/weather graphs and charts.

When researching Canada, the teacher may wish to add other interesting facts about Canada such as animals.




Features of Communities Around the World Subtask 7Researching a Country


Expectations2e7 • use and spell correctly the vocabulary appropriate for

this grade level;2e27 A • read a variety of simple written materials (e.g., pattern

books on specific themes, stories, chart stories, poems,interactive software) for different purposes;

2e29 • read independently, using reading strategiesappropriate for this grade level;

2e32 • understand the vocabulary and language structuresappropriate for this grade level;

2e33 • use some conventions of written materials to helpthem understand and use the materials.

2e51 • apply the rules of participating in a conversation andworking with others;

2e52 A • view, read, and listen to media works with simplemessages or factual information and describe what theyhave learned;

2e54 • use the conventions (e.g., sentence structure) of orallanguage, and of the various media, that areappropriate to the grade (see below).

2e60 A – participate in group discussions, demonstrating asense of when to speak, when to listen, and how muchto say;

2e61 – use speech appropriately for various purposes (e.g.,to influence others in the group);

2e62 A – view, read, and listen to media works to obtaininformation and to complete assigned tasks (e.g., viewor read the weather reports on television or in thenewspaper);

DescriptionWorking in small groups, students will select a country to research. Each group of students will becomerepresentatives from a travel agency and will be responsible for promoting their researched country at an"International Travel Show". Using multimedia, students will gather and record information pertaining totheir country's location and climate and how they impact on the food, housing, clothing, and family life(recreation and culture). This will help students to further develop an understanding of human dignity andrespect for others.

Catholic Graduate Expectations:CGE Overall - an effective communicator who speaks, writes and listens honestly and sensitively,responding critically in light of gospel values.CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respectsthe rights of all and contributes to the common good.CGE 2b - reads, understands and uses written materials effectively.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.CGE 5a - works effectively as an interdependent team member.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesCollaborative/cooperative LearningNote-makingResearch

AssessmentThe teacher should conference informally withstudents throughout the research process toensure progress, understanding and taskcompletion. Anecdotal records can bemaintained throughout the unit. A checklist isalso included as BLM 7.5 - Assessing GroupWork to help monitor learning skills duringgroup work.

Once research is completed, each child shouldbe provided with a Conference Form (BLM 7.4 -Teacher/Student Conference Sheet). Thestudent is to complete the form and beprepared to discuss it with the teacher during ascheduled conference. A more formalconference will enable the teacher to review theinformation, assess student's understanding




2e64 A – identify different technologies (e.g., television, radio,the Internet, CD-ROMs, a videocassette recorder) andunderstand that they serve different functions;

2z22 A – identify similarities and differences (e.g., in food,clothing, homes, recreation, land use, transportation,language) between their community and a communityin another part of the world.

2z23 A – ask questions and use factual texts (e.g., illustrateddictionaries and encyclopedias) to obtain informationabout communities around the world;

2z24 A – interpret data and draw simple conclusions (e.g.,establish connections between climate and clothing, oramong artefacts, games, and celebrations);


2z27 A – recognize and use pictorial symbols (e.g., for homes,roads), colour (e.g., blue line/river), legends, andcardinal directions (i.e., N, S, E,W) on maps of Canadaand other countries;

2z28 A – identify the earth as a sphere and half the earth as ahemisphere;

2z29 A – demonstrate an understanding that the globe is amodel of the earth;

2z31 A – locate on a globe or map their local community inOntario; Canada; and the various countries andcontinents studied;

and application of research skills and posequestions about the similarities and differencesbetween their country and Canada/Ontario.

Student research notes will be collected andassessed using a rubric. This will provideindividual assessment.

Assessment StrategiesConferenceExhibition/demonstrationQuestions And Answers (oral)

Assessment Recording DevicesAnecdotal RecordRubricChecklist

Teaching / Learning7.1. Introduction

(Whole Class)

Having completed a study of Canada, the students will now be asked to assume the role of travel agents.Discuss the job of a Travel Agent. Make a class chart of the ideas presented.

As Travel Agents, the students are invited to participate in an "International Travel Show". In order to do so, asmall group of Travel Agents are grouped together to form a Travel Agency. Divide the class into groups of3-4 students. Each group must choose a name for their Travel Agency. (Brainstorm a list of possible or




well-known Travel Agencies in order to provide examples.)

Each Travel Agency must choose or must be assigned one country (or one of the diverse Ethnic Communitiesof Canada) which they would like to study. Before a decision is made, time spent searching for information onvarious countries with the Teacher-Librarian would be beneficial. This would prevent frustration at not beingable to find information about chosen countries.

7.2 The Research-Location and Climate

(Small group)

It is important to review the research process used in Subtask 6 about Canada. (Refer to summary at the endof lesson 6.2.)

Review group skills that will be important for the students to use in order to complete the research assignmentcooperatively. Remind students to: listen attentively to others, accept the opinion of others, ensure that everymember of the group is participating, take turns, and seek positive resolutions to conflicts.

As a Travel Agency, the students should each complete page 5 of BLM 6.2 - Researching A Country withinformation on their country's location and climate. Students, although working together to find resources andinformation, must record data on climate and location individually. At the bottom of this page, the studentshould reflect by drawing a picture of what a student in that country would wear to school. With the group,each student should also locate and label their country on a world map (either the one already in their folder,or a new one). Canada, the equator and the North and south poles can be labeled as well so thatcomparisons can be made later.

Having this knowledge, each member of the Travel Agency must choose the topic that they will research, (orthis can be assigned by the teacher). List the topics to be researched on the blackboard or on a large chart.They can be grouped as follows: i) Food and Clothing; ii) Family Life- language, religion, and recreation; iii)Homes and Sites of Interest; and iv) Flag and Other Interesting Facts.

7.3 The Research - other topics

(Individual work as part of a small group)

Using the Teacher-Librarian and all available resources, the children gather information. Students can beprovided with appropriate pages from BLM 6.2 - Researching A Country (the same forms used to record factson Canada) and should be reminded to complete these in point form. At this time, any adult volunteers, olderreading partners, or other assistants would be beneficial if available. An outline for the country's flag isincluded as BLM 7.3 - Flag.

The students will require between several periods to gather the information. This information is to be collectedand assessed before the students work toward the final presentation. Continual informal conferences arenecessary with each group in order to ensure that progress is occurring. Students within a group should beencouraged to share any information they they may find about another member's topic with that person.

7.4 Teacher/Student Conferencing

Upon completion of the research, students should complete the Teacher/Student Conference Sheet (BLM 7.4- Teacher/Student Conference Sheet) and be prepared to orally respond to the questions that the teacherposes. Teacher and student will then meet to discuss understanding and application of research skills. During




this time, the teacher and student will review information gathered. Teacher can ask the questions found onthe Teacher/Student Conference Sheet and the student can respond orally. This will enable students to makecomparisons between their country and Canada/Ontario.

Students will hand in their research notes. Teacher will more formally access information using the subtask 7rubric - Assess Country Research, providing an individual mark for each student.

AdaptationsSome adaptations for the research process are; to expect fewer facts from some students, vary resources with regard toreading level, and the amount of visual information, adapt for time, tape record information or answers, use readingpartners, and assign enrichment activities.

Rather than recording/writing facts out, teacher may have students draw and label pictures to represent facts discovered.

ResourcesAssess Country Research - Subtask 7

BLM 7.3 - Flag (Student) 7_flag.cwk

BLM 7.4 - Teacher/Student Conference Sheet 7_conference.cwk

BLM 7.5 - Assessing Group Work 7_groupwork.pdf

Countries of the World Peggy Hollinger

Our Earth Anne Rockwell

A Visit to .... Series Peter and Connie Roop

The World Book Student DiscoveryEncyclopediaLands, People and Cultures series Bobbie Kalman

Italy

Germany, the People

Mexico




China

Greece

Encarta Encyclopedia

Chart Paper 2




Notes to TeacherResearching is the process whereby students investigate and explore a topic, locate and select resources, analyse andevaluate information, and communicate findings. It is important for the teacher to set clear and attainable timelines;model the skills and process (subtask 6); provide support, assistance, and feedback; intervene as required to maintainstudent confidence; monitor progress to help groups solve problems; and provide a forum for the communication ofresults (subtask 8).

The composition of small groups is a vital factor in their success. It means planning for diversity of performance levelsand differences in learning styles. If students have not previously worked collaboratively, they will need to learn how tofocus discussions, share resources, clarify and delegate tasks and negotiate disagreements. Each student must have aclear understanding of his/her area of responsibility and needs to work towards achieving the group's goals.

If students do not have a lot of practice working in small co-operative groups, it may be necessary for the teacher toreview problem-solving and conflict-resolution skills. Stress that working together requires patience, negotiation, andopen-mindedness. Social and communication skills, such as turn-taking, listening, and respect, are very important waysto avoid conflict. Steps to conflict resolution: 1) Be a good listener and do not interrupt when the other person is talking;2) Take responsibility for your actions; 3) Try to see the other person's point of view; 4) Brainstorm a variety of solutions;5) Together, pick a reasonable solution that each can live with and agree upon. In some cases, it may be necessary toprovide "debriefing sessions" led by the teacher to resolve more serious conflicts that may occur.

For some countries there is very little information about housing. Encourage students to look at the pictures anddescribe them in their own words.

Be sure to book time in the computer lab and coordinate with the Teacher-Librarian to allow research time.

Consider diverse abilities when assigning topics to research since some topics may be more suitable to certain students.

Rather than printing out information, it may be necessary for some students to illustrate their information or record theirfacts.

A map of the world has been provided in subtask 5; however, if possible, the teacher should try to locate and providestudents with a world map that already has countries identified on it. This will make it more manageable for students tolocate their particular country.

As students begin to choose and read resources available on various countries, the teacher should be aware of andensure the authenticity of all materials. The teacher will also need to foster an awareness of bias and equity inpublications used. For example: The teacher should be prepared to discuss and answer student questions concerningdifferences in the way men and women are treated in the countries being studied.







Features of Communities Around the World Subtask 8Culminating Task: International Travel Show


Expectations2e48 A • listen to discussions on familiar topics and ask relevant

questions;2e51 • apply the rules of participating in a conversation and

working with others;2e54 A • use the conventions (e.g., sentence structure) of oral

language, and of the various media, that areappropriate to the grade (see below).

2e56 A – use linking words such as because, if, and after toorganize ideas in speech;

2e57 A – recognize the beginning and end of a spoken text,and present their own remarks in a coherent order;

2e59 A – use appropriate gestures and tone of voice, as well asnatural speech rhythms, when speaking;

2e60 A – participate in group discussions, demonstrating asense of when to speak, when to listen, and how muchto say;

2e61 A – use speech appropriately for various purposes (e.g.,to influence others in the group);

2a61 A – use language and non-verbal means ofcommunication effectively for a variety of purposes bothin and out of role (e.g., explain why a character in astory or drama should not leave home);

2z30 A – find the equator and the poles on a map and/or globe;2a28 A • produce two- and three-dimensional works of art that

DescriptionEach Travel Agency will present the information gathered on its country to the visitors at the "InternationalTravel Show". The information must be presented in a way that nurtures an understanding of othercultures and communities and will provide the students with an opportunity to reflect upon how the basicneeds of people are met in other countries as compared to Canada. Students will be led to understandthat as members of God's family, we share His world and must work to develop an appreciation and lovefor each other.

Catholic Graduate Expectations:CGE 1f - seeks intimacy with God and celebrates communion with God, others and creation throughprayer and worship.CGE 1h - respects the faith traditions, world religions and the life-journeys of all people of good will.CGE 2a - listens actively and critically to understand and learn in light of Gospel values.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2e - writes and speaks fluently one or both of Canada's official languages.CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.CGE 4c - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.CGE 5a - works effectively as an interdependent team member.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.

GroupingsStudents Working In Small GroupsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesSimulationOral ExplanationPeer Teaching

AssessmentStudents will be given an outline of expectationsfor their oral presentations (BLM 8.1 - Student'sReflection for International Travel ShowPresentation). It is important that the studentshave a good understanding of what will beevaluated prior to their presentations. There isalso an opportunity for self and peerassessment (BLM 8.3 - Individual Reflectionand 8.4 - Peer Assessment)

The teacher will use a more detailed ratingscale to assess student performance, refer to




communicate ideas (thoughts, feelings, experiences)for specific purposes and to familiar audiences;

2e23 A – use words and pictures to create a message;

BLM 8 - The International Travel ShowPresentation.

Assessment StrategiesClassroom PresentationSelf AssessmentPerformance Task

Assessment Recording DevicesRating Scale

Teaching / Learning8.1 Requirements for a Presentation

(Group Work)

The teacher will outline the requirements for the oral presentation. Both the oral and visual aspects of thepresentation must be discussed. Teacher must stress the fact that students need to present their informationin role.

It is important to make sure all students are aware of the expectations they are being evaluated on PRIOR topresentations. Teacher needs to review expectations using language the students can understand.Expectations are presented as BLM 8.1 - Student's Reflection for International Travel Show Presentation andshould be displayed prominently in the class.

Stress that each child is responsible for an oral presentation of the information that he/she collected and avisual representation of that aspect of the country. The child must also be prepared to orally make aconnection or comparison between their country and Canada.

Ideas for presentations:

Food:-have the child use a paper plate for the background-draw, cut from magazines, make pictures from construction paper, cut and paste or print the types of food

Clothing:-print the sentence, In this country I would wear... and have the child draw a picture-have child make a cut and paste figure of him/herself with the appropriate dress

Family Life:-children can draw themselves doing an activity from this country-role play activities; present dances, songs, foods, etc.-complete a conversation bubble with the phrase, If I was in this country, I might speak....

Homes:-use cut and paste, a drawing, or construct a 3-D model




Sites of Interest:-children can find pictures from pamphlets (collected by their families or provided by the teacher)-can draw a picture using a resource-share a picture from a book-download a picture from the computer

Flag:-present BLM 7.3 - Flag

Interesting Information-complete Interesting facts with pictures or words-artifacts could be presented

Visuals can be placed and displayed on a backboard.

Provide group time for the students to share and discuss their plans for "The International Travel Show". Eachchild will present his/her own information but the overall format will have to be decided upon. The climate andlocation of the country will also need to be presented. Groups must decide how and who will present thisinformation. Each student must be: 1) prepared to present information orally and visually; 2) able to make acomparison between their researched topics and Canada; and 3) able to answer direct questions about theinfluence of climate and location.

8.2 The International Travel Show

The teacher can decide on the format of the presentations. Each Travel Agency could set up a display aroundthe class which would be the focus during their oral presentation, or as their turn for the presentation occurs,each Travel Agency could put out their display. Presentations could occur on one or two days, or could occuronce a day. Perhaps other classes could be invited into the room to see the displays.

Review expectations on which students are being evaluated.

During the presentation, the teacher will ask each child to tell how their country is similar to or different fromCanada and how the climate/location affects their topic of study. If the child is unable to answer, the questioncould be answered with help from other members of the Travel Agency, or from the audience. This will beassessed.

8.3 Reflection

(Individual)

After each presentation, all students will complete a reflection sentence; I would like to visit _________because _________________________________. (BLM 8.3 - Individual Reflection)These could be added to the visual presentation.

8.4 Peer Assessment (optional)

An opportunity for peer assessment is suggested. After all of the presentations, the members of each TravelAgency can complete BLM 8.4 - Peer Assessment.

8.5 Individual Assessment (optional)




Students can complete BLM 8.5 - Self-Assesment using words, sentences, or pictures.

8.6 The Closing Celebration

(Whole Class)

Children should be provided with the opportunity to wear clothes similar to those worn in other countries. Thework that the students have done should be displayed in the room.

Gather the students.

Begin with an Opening Prayer-

"Dear God - You made us in your image. We are your children. Wherever we live, whether in a hot or coldclimate, we thank You for all of the wonderful things that You have provided for us." Amen

Each child is now asked to think of something from the country that they studied, to say "Thank you to God for______________. In ______________, people thank God for _________________."

The closing song is: "We are Children of the Light".

AdaptationsTeacher should recognize the efforts of each individuals as well as the completion of the full task.

ResourcesBLM 8.5 - Self Assessment 8_selfassess.cwk

BLM 8.3 - Individual Reflection 8_liketovisit.cwk

BLM 8 - Teacher Assessment 8_travelshow4.cwk

BLM 8.1 Presentation Expectations 8_studentexp.cwk




BLM 8.4 - Peer Assessment 8_peer2.cwk

Construction paper

Scissors and glue 1

Paper plates 1

Display Board 1

Notes to TeacherIf a member of the group finishes the visual representation early, he/she could work on the lettering and arrangementfor the backboard

Have children discuss how they wish to present their information. Some materials may need to be collected and broughtfrom home (i.e., materials to create a 3-D model of a house).

The prayer celebration at the end of this unit could be used as an opportunity to expand on the Catholic moralperspective. Children should understand that "Our world has been created and sustained by God's love, but it is a worldboth fallen and redeemed, blessed and broken." We can be thankful for all that God has given us, but we areresponsible for maintaining the beauty and ecological harmony. We have been given freedom of choice. As such,countries have recognized the need to promote stewardship in favour of the common good. Consequently, wealthiercountries are providing money and resources to less fortunate countries.




Blackline Masters:

Features of Communities Around the WorldSocial Studies

Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:Unit Analysis:



Resource List


Page 1

RubricAssess Country Research - Subtask 7

To be used when assessing students' written research work.

2ST 7

Assessing Research Skills

When printing, be sure to click on "Properties" and changeto "Landscape" mode.

2ST 6

Role Playing a Community Helper

When printing rubric, be sure page format is in landscapemode. Click on "Properties" and then "Landscape".

2ST 1

Blackline Master / FileBLM 1 - Assess participation/Journal (Optional)

1_subtask1.cwkUse to assess student participation during this subtask andjournal reflection.

ST 1

BLM 1.5 - What is a Community? (Student)1_definition.cwkDefinition "What is a community?" - handout

ST 1

BLM 2 - Assessing Mapping Skills2_assess2.cwk

ST 2

BLM 2.2 - Symbol Sense (Student)2_legend2.cwkReading and Understanding a Legend

ST 2

BLM 2.3 - Create your own Community (Student)2_fictitious.cwkStudent Handout

ST 2

BLM 3 - Assessing Student Map of Canada3_AssessMap.pdf

ST 3

BLM 3.2 - Map of Canada (Student)3_Canadamap3.pdf

ST 3

BLM 3.3 - Prayer3_prayer.cwkThanking God for our home, Canada.

ST 3

BLM 4 - Assessing use of Directions4_assesscd.cwk

ST 4

BLM 4.2 - Cardinal Directions (Student)4_directions.cwkStudents will demonstrate their understanding of cardinaldirections.

ST 4

BLM 4.2b - (Adapted) Using Directions4_directions3.cwk

ST 4

BLM 4.3 - Directions on a Grid (Student)4_grid.cwkStudents will use cardinal directions to move and locateobjects on a grid.

ST 4

BLM 5.5 - Map of The World (Student)5_worldmap.cwk

ST 5

BLM 5.6 - Canada's Location (Facts)5_location2.cwk

ST 5

BLM 5.6b - (Adapted) Canada's Location5_location3.cwk

ST 5

BLM 6.2 - Student Research Templates6_research2.cwk

ST 6

BLM 6.2b - Facts about Canada6_canada facts2.cwk

ST 6

BLM 6.3 - Individual Reflection (optional)6_reflection.cwk

ST 6

BLM 7.3 - Flag (Student)7_flag.cwkTo be used as part of the reseach project

ST 7

BLM 7.4 - Teacher/Student Conference Sheet7_conference.cwk

ST 7

BLM 7.5 - Assessing Group Work7_groupwork.pdf

ST 7

BLM 8 - Teacher Assessment8_travelshow4.cwkUse to assess students' oral presentations at theInternational Travel Show

ST 8

BLM 8.1 Presentation Expectations8_studentexp.cwkThese are expectations which have been written so that thechildren can easily understand what is expected of them

ST 8

BLM 8.3 - Individual Reflection8_liketovisit.cwk

ST 8

BLM 8.4 - Peer Assessment8_peer2.cwk

ST 8

BLM 8.5 - Self Assessment8_selfassess.cwk

ST 8

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 1:35:44 PM Page D-1


Resource List


Page 2

PrintA Visit to .... Series

Peter and Connie Roop

Des Plaines, Ill: Heinemann Library, 1998. This series hasbooks on a variety of countries around the world.

ISBN 1-57572-712-9

ST 6

A Visit to .... SeriesPeter and Connie Roop

Des Plaines, II: Heinemann Library, 1998ISBN 1-57572-712-9

ST 7

A wide selection of reference booksBooks need to be about various countries, includingCanada. For specific titles, refer to Subtask 7.

Unit

Bible ST 2Canada, Its Land and People - 2nd Edition

D. Massey

Edmonton, Alberta: Reidmore Book, 1999.ISBN 1-895073-89-8

ST 6

China

Crabtree Publishing, 20010-7787-9378-8

ST 7

Communities Around the World - CCCCatholic Curriculum Cooperative

Unit

Countries of the WorldPeggy Hollinger

Even though this is an older book, it is relevant for thelocation and climate of the country. Wayland Publishing,1989.

ISBN 1-85210-046-X

ST 6

Countries of the WorldPeggy Hollinger

Wayland Publishing, 1989 - Inform students that this is anolder publication and some information could now be out ofdate; however, it can still be used to find climate andlocation facts.

ISBN 1-85210-046-X

ST 7

Discover Canada - OntarioKathryn MacKay

Grolier Publishing. This is a series of books that focuses onindividual provinces within Canada. It is an excellentresource if the teacher decides to focus his/her attentionspecifically on Ontario.

ISBN 0-7172-3135-4

ST 6

Germany, the People

Crabtree Publishing, 2001077879373-7

ST 7

Greece

Crabtree Publishing, 20010-86505-306-5

ST 7

Hello Canada Series

Minneapolis, Minnesota: Lerner Publications, 1996.ISBN 0-8225-2766-9

ST 6

Italy

Crabtree Publishing Company, 2001ISBN 0-7787-9370

ST 7

Journey Across Canada - OntarioHarry Beckett

Vero Beach, Florida: The Rourke Book Co., 1997. This isa series of books which focus on individual provinces. If theteacher decides to focus his/her attention on Ontario, this isan excellent resource.

ISBN 1-55916-198-1

ST 6

Journey Across Canada SeriesVero Beach

The Rourke Book Co., 1997.ISBN 0-8225-2766-9

ST 6

Junior Atlases UnitJunior Encyclopedia of Canada

Edmonton, Alberta: Hurtig Publishers, 1990ISBN: 0-88830-334-3

ST 6

Lands, People and Cultures seriesBobbie KalmanCrabtree Publishing, 2001

ST 7

Many Gifts - Teacher's Resource BookGage Educational Publishing Company077158011-8

Unit

Mexico

Crabtree Publishing, 20010-86505295-6

ST 7

Nelson Language Arts - Step Out (Level F)Sharon Jeroski and Maureen Dockendorf

Toronto: International Thomson Publishing Company,1999.

ISBN 0-17-618572-0

Unit

One is CanadaMaxine Trottier

This is an excellent book to celebrate Canada - its land,resources, heritage and people. Excellent illustrations.

ISBN 0-00-224556-6

Unit

Our EarthAnne RockwellISBN 0-15-201679-1

ST 7

The World Book Student Discovery Encyclopedia

Chicago, II: World Book, Inc. 2000ISBN 0-71667400-9

ST 6

The World Book Student Discovery Encyclopedia

Chicago, II: World Book, Inc. 2000ISBN 0-71667400-9

ST 7



Resource List


Page 3

MediaA First Atlas

Scholastic Canada: Richmond Hill, Ontario, 1995

Students may share atlases and work in pairs.0-590-24431-0

ST 5

Encarta Encyclopedia ST 6Encarta Encyclopedia

Although, this resource is more appropriate for oldergrades, grade 2 students can still use it to locate a map oftheir country and the flag of their country.

ST 7

Junior Encyclopedia of CanadaEdmonton, Alberta: Hurtig Publishers, 1990ISBN: 0-88830-334-3

ST 5

Material2 different colours of string or yarn

per classST 3

Brass butterfly fasteners3

used in plasticine activity - recommend that the fastenersare used if available

per person

ST 5

Bulletin Board and Cutout Letters ST 1Chart Paper

1per class

ST 5

Chart Paper2per class

ST 7

Chart paper to record occupations1per class

ST 1

Chart to list Physical Features1

Created in previous subtaskper class

ST 2

Circle tracers1

to trace the outline of the earthper pair

ST 5

Class Chart paper1per class

ST 6

Climate Graphs of Cities in Canada (optional) ST 6Construction paper

Misc. colours to use for visuals during presentationsST 8

Construction paper for cutting out traced hands1per person

ST 1

construction paper for drawings ST 6Display Board

1per group

ST 8

Examples of different types of maps

May be helpful to utilize community road maps at this pointper class

ST 2

Globe1per class

ST 5

hula hoops5-6

Number of hoops required will depend on the number ofcities the teacher wishes to create

per class

ST 3

Index Card for each city to be introducedper class

ST 3

Index cards or labels for each direction4per class

ST 4

journal (optional)1

Students may already have a daily journal that can beutilized

per person

ST 1

Large/Class size grid1per class

ST 4

Map of Canada on Overhead1

Make overhead using map of Canada (BLM 8)per class

ST 3

Map of Canada previously completed1per person

ST 6

Paper for title page1per person

ST 6

Paper plates1per person

ST 8

plasticine1per person

ST 5



Resource List


Page 4

Ribbon1

-long enough to go around plasticine globes/spheres-used to indicate equator

per person

ST 5

Scissors and glue1per person

ST 8

Student Folder1

Provide each student with a folder to help keep unit workorganized

per person

ST 1

Students' Maps of Canada1per person

ST 4

Various pictures of occupations ST 1Wall Map of the World

1per class

Unit

Wall Map of the World1per class

ST 5

White Paper1

for diagramsper person

ST 5

Equipment / ManipulativeMisc. manipulatives and/or class objects ST 4


Name: ____________________

BLM 1.5 - Subtask #1

What is a community?

A community is made up of a group of people who work together and help each other. When two or more people gather together in the name of Jesus Christ, a Christian community is created.

Everyone in the community needs:

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

By working together, the needs of all people in a community can be met. This is how we can create the Kingdom of God here on earth.

ASSESSMENT OF SUBTASK 1 (OPTIONAL)

BLM 1 - Subtask 1

4 - Very proficient3 - Proficient2 - Adequate, but needs improvement1 - Limited, needs improvement

2e23 - Student uses words/pictures to create a message (journal response)

2e48 - Student listens todiscussions andasks relevant questions

2e51 - Student applies rules of participating

CommentsStudent’s name

Level of Achievement:

Assessing Mapping and Legend Skills

Symbol Sense2m81, 2z40 - Student recognizespictorial symbols found on the SYMBOLSENSE map and understands theterms beside, to the right, etc.

Fictitious Community Map2e22 - Map has an accurate title andis neatly printed on the line

2e47 - Student followed directions and instructions to complete map

2z40 - The legend matches thesymbols on the map. Pictures aredone carefully and are positioned in the frame.

2e25, 2e24 - Map is neat and wellorganized. Student has made gooduse of colour.

Yes No

Student Name: _______________________

Comments

BLM 2 - Subtask 2

Name: ________________________

BLM 2.3 - Subtask 2Create your own community

Legend

House

Church

Trees

School

________________

________________

Road

Subtask 2 BLM 2.2 Name ____________________

SYMBOL SENSE

Look at the map and legend and then complete the work below.

Fill in the blanks using the map and legend.

1. There are _______________ houses on the map.

2. Across from the church is a _______________________.

3. Behind the church is a ________________________.

4. To the right of the apartment are ____________________.

Legend

Church

House

Apartment

Mountains

School

Grassland

Lake

Road

Checklist for Assessing Students’ Maps of Canada BLM 3 - Subtask 3

Student’s Name

Title (2e22)

Title is present, neat and underlined

(Yes/No)

Locations (2z42)

Cities are accuratelylabelled and placed

on the map(Yes/No)

(2e24)

Map shows correctuse of colour

(Yes/No)

Name ________________________BLM 3.3 - Subtask 3

God, we thank you for all that you have

given us. We especially thank you for our

homeland, Canada. We ask Jesus to protect

and bless us as we serve to keep this land of

ours glorious and free.

Amen

Assessing Cardinal Directions

Rating Scale:

1. Only with assistance2. With frequent assistance3. With occasional assistance4. With little or no assistance

Student Names

2e48 - Contributes to discussionsand asks questions

(All Tasks)

2e47 - Followsdirections/instructions

(Task 4.2)

2z41 - Uses cardinaldirections to locate and record information(BLM 4.2)

2z36 - Uses cardinal directions accurately on a map ofCanada (Task 4.4)

BLM 4 - Subtask 4

2m81 -Describes the specific location of objects on a grid(Task 4.3)

Name: ______________________ BLM 4.2 - Subtask 4

Cardinal Directions

A. Label the compass above.

B. Fill in the blanks with the correct direction (Use N, S, E or W)

1. Find the rabbit and jaguar. The jaguar is _______ of the rabbit.

2. Find the elephant and rabbit. The rabbit is _______ of the elephant.

3. Find the elephant and pig . The pig is ______ of the elephant.

4. Find the bear and elephant. The elephant is _______ of the bear.

5. Find the horse and rabbit. The rabbit is ______ of the horse.

6. Find the jaguar and the bear. The bear is _______ of the jaguar.

ADAPTED: Provide oral instructions Name: ______________________ BLM 4.2b - Subtask 4

Cardinal Directions

North

South

ADAPTED: Provide oral instructions Name: ______________________ BLM 4.2b - Subtask 4

Cardinal Directions

West East

Name: __________________________

Using Cardinal Directions on a Grid

N

W E

SSTART

1. Move 3 spaces to the north and put a # symbol in the box.

2. Now move 4 spaces east and put a + symbol in the box.

3. Now move 2 spaces south and put a ! in the box.

4. Move 3 spaces west and put a X in the box.

5. Move 5 spaces north and put XXX in the box.

BLM 4.3 - Subtask 4

Subtask 5 BLM 5

Assessing Mapping Skills

1. Drawing of the earth (Lesson 5.3)

Completed with much assistance

Completed with some assistance

Completed with very little assistance

Completed independently

Comments

2e22 - Title is present

2z39 - North pole, South pole, Equator, Northern hemisphere, and Southern hemisphere are labelled accurately

2z36 - Cardinal directions are labelled accurately

2. Mapping the world (Lesson 5.5)





Comments

2e22 - Title is present

2z39 - North pole, South pole, Equator, Northern hemisphere, and Southern hemisphere are labelled accurately

2z36 - Cardinal directions are labelled accurately

Page 2

Assessment for Subtask 5

3. Canada's Location (Lesson 5.6)





Comments

2z25 - student demonstrates an understanding that the world contains many countries (including Canada) and can identify three facts about Canada's location

4. Model of the earth (Lesson 5.7)





Comments

2z37 -student can identify the earth as a sphere and half the earth as a a hemisphere 2z38 - Demonstrated an understanding that the gold is a model of the earth 2m68 - creates a 3-D model from illustration, using concrete materials

2z39-student can identify the equator student can identify the polar regions student can identify the hemispheres

Name ____________________ BLM 5.6 - Subtask 5

Canada and Its Location

What have you learned about Canada’s location? Complete the three sentence starters below. Remember to use words such as hemisphere, equator and north/south poles.

1. I learned that __________________________________________________________

________________________________________________________________________

2. I learned that __________________________________________________________

________________________________________________________________________

3. I learned that __________________________________________________________

________________________________________________________________________

(Adapted) Name: ___________________________BLM 5.6b - Subtask 5

Facts About Canada’s Location

Pick the right answer and fill in the blanks.

1. I learned that Canada is located in the _____________________ (north / south)

hemisphere.

2. I learned that Canada is located ______________________(close to / far from)

the equator.

3. I learned that much of Canada is close to the ________________ (north / south)

pole and this makes parts of Canada very cold.

BLM 5.5 - Subtask 5

Map of the World

BLM 6.2b - Subtask 6

Quick Facts on Canada

ClimateThe climate of Canada varies depending on the area of Canada that you live in. There are some very cold winter days, but also some very hot summer days. The climate is linked to the close location of some parts of Canada to the North Pole.

NorthIn the northern area of Canada the winters are extremely long and cold. The average temperature is -35°C. This makes some areas permanently frozen (e.g., icecaps in the north). The summer days can be very long and in some areas it is always light outside- the sun never sets. Even so, because of the close location to the North Pole, during the summer months, the average temperature is only 8°C. In the winter, the days can be short with very little daylight.

SouthIn the southern area of Canada, the average summer temperature is 22°C. There are some days when the temperature can go to 35°C and higher. The average winter temperature is 3°C. Many days it can go well below 0°C. In the winter there can be snow and in the summer there is rain.

The climate is a factor in the development of Canada. Most of the people have settled where the temperatures are the warmest and the growing seasons are the longest.

Family Life

LanguageIn Canada there are two national languages, English and French. There are many other languages spoken as well. Many of the Native languages are still spoken today. Some of these include Algonquian, Cree, Dogrib, Inuktitut. People who have come from other countries to Canada often still speak their first languages and also teach their children these languages. Some of these include Polish, Hungarian, German, Chinese, Italian and Spanish.

ReligionMost people in Canada are Christian. The majority of these are Roman Catholic. Other people belong to the United Church, the Anglican Church, and other Protestant religions. People are also members of other religions including the Jewish religion, the Mennonite religion, and the Islamic religion.

RecreationDuring the winter many people are involved in both outdoor and indoor sports. These include figure skating, hockey, tobogganing, and skiing. During the summer some of the activities people participate in are water sports such as swimming and water skiing. Other outdoor events are baseball, football, cross-country running, tennis, golf, and lacrosse. People enjoy camping, picnicking, fishing, hunting, horseback riding, and bird watching. Some indoor events in both the summer and the winter include visits to museums, sporting events, theater, and bowling.

PeopleThe Aboriginal peoples and the Inuit were the first people in Canada. They lived here for many years before anyone else came to Canada. People from other countries started to come to Canada. Now, many people are related to people who came from Britain and France to Canada a long time ago. There are also many people who came from Germany, the Ukraine, Asia and all other parts of the world. Most people, about three-fourths, live close to the southern border of Canada because of the warmer climate. Very few people live in many areas in the north because of the rugged land and the cold climate.

LocationCanada stretches across the top of North America. To the north is the North Pole, and to the south is the United States. Canada lies between the Pacific and the Atlantic oceans. Another ocean is the Arctic Ocean which is in the north.

FoodMany types of food are grown in Canada. Some of these include wheat, barley, fruit (peaches, cherries, pears, plums, apricots, apples, strawberries, blueberries, and raspberries) and vegetables (corn, potatoes, peas, cabbage, and lettuce). People are able to catch fish such as salmon, halibut, trout, whitefish, and lobster to eat. Dairy products are also readily available.Many of the types of food cooked in some people’s homes are based on meals that they made in the countries they lived in before they came to Canada. These include sushi, pierogi, goulash, paella, sauerbraten, dim sum, and tacos.

Sites of InterestCanada has many beautiful and different areas and sites of interest. Some of these include Banff National Park in Alberta, Niagara Falls in Ontario, Peggy’s Cove in Nova Scotia, and the Nahanni National Park in the Northwest Territories. There are many sites of interest in Ottawa, the Capital of Canada, and in every city in the country.

HousesThere are many types of houses in Canada. Some people live in apartment buildings, and others live in one and two-story homes. Some houses are made of wood, bricks and aluminum siding. There are single family houses, town-homes, and semi-attached houses. In the northern part of Canada, houses have to built in a special way so that they stay level and so that the ice doesn’t melt under the house. A gravel pad is placed on top of the layer of permafrost and then wood, steel and concrete posts are put up to hold the building above the ground. This allows for air to flow under the house so that the permafrost layer will not melt.

For a list of the books used to complete this outline of basic facts about Canada, refer to Subtask 6, Resources.

Researching A Country: BLM 6.2 - Subtasks 6 & 7 Page 1

Food Clothing

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________ ____________________________________ Resources Used:

Researching A Country: BLM 6.2 - Subtasks 6 &7

Page 2

Homes Sites of Interest

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________Resources Used:

Researching A Country: BLM 6.2 - Subtasks 6 & 7 Page 3

Languages Family Life - Recreation

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________Religions_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________Resources Used:

Researching A Country: 6.2 - Subtasks 6 & 7

Page 4

Interesting Facts Flag_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________Resources Used:

BLM 6.2 - Subtasks 6 & 7

Researching A Country: Page 5

Location Climate

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

BLM 6.3 - Subtask 6 Individual Reflection: Fill in the blanks.

1. In ____________________________ I like to eat ____________________________________________ (winter/summer)

because _____________________________________________________________________________.

2. In _________________________ I like to wear ___________________________________________

because ___________________________________________________________________________.

3. In _________________________ our home is _____________________________________________

because ____________________________________________________________________________.

4. In _________________________ my family likes to _______________________________________

because ____________________________________________________________________________.

Name: ______________________________

Name: __________________________

Individual Reflection BLM 8.3 - Subtask 8

Complete after each group presentation.

______________________________________________________________________________

I would like to visit _____________________________ because (name of the country)

__________________________________________________________.

I think this country is very _____________________ to Canda. (similiar/different)

______________________________________________________________________________________________________________________________________________________________

I would like to visit _____________________________ because (name of the country)

_________________________________________________________.

I think this country is very _____________________ to Canda. (similiar/different)

Subtask 8 BLM 8.4

Peer Assessment Our Group Work

Colour one of the faces to show how well your group worked together.

We did well We could have done better

We listened to each other and took turns speaking.

We helped each other.

We finished our work on time.

Subtask 8 BLM 8.4

Peer Assessment Our Group Work

Colour one of the faces to show how well your group worked together.

We did well We could have done better

We listened to each other and took turns speaking.

We helped each other.

We finished our work on time.

Self-Assessment Name: ________________________BLM 8.5 - Subtask 7

1. This is what I did well:

2. This is what I had trouble with:

3. This is what I liked doing:

Subtask 8 BLM 8

Student Name: _______________________

The International Travel ShowPresentationName Y/N Comments

Visual Presentation

2a28 - produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for a specific purpose

2e23 - uses words and pictures effectively to create a message

Participation

2e42 - listen to discussions on familiar topics and asks relevant questions

2e51 - applies the rules of participating in a conversation and working with others

Oral Presentation

2e56 - uses linking words such as because, if, and after to organize ideas in speech

2e59 - uses appropriate gestures and tone of voice, as well as natural speech rhythms when speaking

2z30 - uses appropriate vocabulary (e.g., globe, hemisphere) to describe their inquiries and observations

Application of Knowledge

2z27 - can identify the ways in which climate affects how needs are met in the community researched

2z38 - demonstrates an understanding that there are similarities in the way communities around the world meet their needs

Subtask 8 BLM 8Student Name: ____________________________

The International Travel Show Presentation

Student Language Teacher Assessment Rating Scale Teacher Comment

Visual Presentation

presentation materials tell about the topic materials are neat and nice to look at

2a28 - produce two- and three-dimensional works of art that communicate ideas (thought, feelings, experiences) for a specific purpose

1 2 3 4

the words match the pictures used

2e23 - uses words and pictures effectively to create a message

1 2 3 4

work co-operatively with group when it is time to present

2e51 - applies the rules of participating in a conversation and working with others

1 2 3 4

Application of Knowledge

be prepared to answer questions

2z27 - can identify the ways in which climate affects how needs are met in the community researcher

1 2 3 4

1. How does the climate affect topic of study? 2. How is the topic researched the same or different form Canada?

2z38 - demonstrates an understanding that they are similarities an differences in the way communities around the world meet their needs

1 2 3 4

Role Playing

pretend you are a travel agent

2a61 - use language and non-verbal means of communication effectively in and out of role

Rating Scale: 1 - task accomplished with much assistance2 - task accomplished with some assistance3 - task accomplished independently usually with clarity and precision4 - task accomplished independently with clarity and precision

Subtask 8 BLM 8

Name: ___________________________________

Student’s Reflection for International Travel Show Presentation

During your presentation the teacher will be looking for the following things:

1. All materials should be neat and arranged so people can understand the message.

2. Materials used should tell about the topic you researched.

3. When speaking - stay on topic and know what you are going to say - speak clearly and in complete sentences - try to look at the audience - stand straight and tall

4. Be prepared to answer questions about your topic:

- How does the climate affect your topic of study?

- How is your topic the same/different from Canada?

5. Work co-operatively with your group when presenting the information.

6. Be a good member of the audience and listen to the other students when they arepresenting.

Expectations for this Subtask to Assess with this Rubric:

Critical analysis andappreciation– understanding andappreciation of occupation

Performance and creativework– uses appropriatemovement/gestures

Communication– verbal– demonstrates variety involume, pitch and voicequality

Understanding ofconcepts– responses to questonsare complete and clear

– performance shows limitedunderstanding andappreciation of occupation

– speaks with limited claritywhile in role

– responses to questionsposed are provided to a limiteddegree of completeness

– performance shows someunderstanding andappreciation of occupation

– uses appropriatemovement/gestures with someeffectiveness

– speaks with some claritywhile in role

– responses to questionsposed are provided with somedegree of completeness

– performance showsconsiderable understandingand appreciation of occupation

– uses appropriatemovement/gestures withconsiderable effectiveness

– speaks with considerableclarity while in role

– responses to questionsposed are provided with aconsiderable degree ofcompleteness

– performance shows athorough understanding andappreciation of occupation

– uses appropriatemovement/gestures with a highdegree of effectiveness

– speaks with a high degree ofclairty while in role

– responses to questionsposed are provided with a highdegree of completeness

Level 1 Level 2 Level 3 Level 4

Role Playing a Community Helperfor use with Subtask 1 : What is a Community?

from the Grade 2 Unit: Features of Communities Around the WorldStudent Name:Date:

– uses appropriatemovement/gestures withlimited effectiveness

2e23 – use words and pictures to create a message;

2e48 • listen to discussions on familiar topics and ask relevant questions;

2e51 • apply the rules of participating in a conversation and working with others;

2e59 – use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking;

2a61 – use language and non-verbal means of communication effectively for a variety of purposes both in and out of role (e.g., explain why a character in a story or drama shouldnot leave home);

Category/Criteria

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Understanding of concepts

Research shows

Communication ofrequired knowledge

Application of concepts andskillsIndividual Reflection

Participation in classdiscussions andgenerations of ideas

- can locate sources andrelevant data with a limiteddegree of ease

- some a limited understandingof the relationships betweentemperature and activities

- listens with limitedattentiveness in class in orderto obtain information

- can locate sources andrelevant data with somedegree of ease

- communicates with someclarity and precision

- some some understanding ofthe relationships betweentemperature and activities

- listens with someattentiveness in class in orderto obtain information

- can locate sources andrelevant data with aconsiderable degree of ease

- communicates withconsiderable clarity andprecision

- some a considerableunderstanding of therelationships betweentemperature and activities

- listens with considerableattentiveness in class in orderto obtain information

- can locate sources andrelevant data with a highdegree of ease

- communicates with a highdegree of clarity and precision

- some a thoroughunderstanding of therelationships betweentemperature and activities

- listens with considerableattentiveness in class in orderto obtain information


Assessing Research Skillsfor use with Subtask 6 : Living in Canada and the Influence of Climate


- communicates with limitedclarity and precision

2e48 • listen to discussions on familiar topics and ask relevant questions;

2e52 • view, read, and listen to media works with simple messages or factual information and describe what they have learned;

2m40 – use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of water, air).

2z24 – interpret data and draw simple conclusions (e.g., establish connections between climate and clothing, or among artefacts, games, and celebrations);

2z32 – construct and read a variety of graphs, charts, diagrams, maps, and models to clarify and display information (e.g., make graphs to compare the homes in various worldcommunities).

Category/Criteria



Communication

Inquire/Research SkillsLocating Information

Inquiry/Research SkillsMap and Globe Skills

Application of Concepts

- describes what has been learnedwith limited clarity and completeness

- uses maps and globes to locatecountries with a limited degree ofease

-shows limited understanding ofconnections between climate/location-is unable to draw similarities anddifferences between countryresearched and Canada withoutassistance

- describes what has been learnedwith some clarity and completeness

- generates questions or searches forinformation with some effectiveness

- uses maps and globes to locatecountries with some ease

-shows some understanding ofconnections between climate/location-is able to draw simple similaritiesand differences between countryresearched and Canada with someassistance

- describes what has been learnedwith considerable clarity andcompleteness

- generates questions or searches forinformation with a considerabledegree of effectiveness

- uses maps and globes to locatecountries with a considerable degreeof ease

-shows good understanding ofconnections between climate/location-is able to draw similarities anddifferences between countryresearched and Canada withoutassistance

- describes what has been learnedwith a high degree of clarity andcompleteness

- generates questions or searches forinformation with high degree ofeffectiveness

- uses maps and globes to locatecountries with a high degree of ease

-shows excellent understanding ofconnections between climate/location-draws complex similarities anddifferences between countryresearched and Canadaindependently


Assess Country Research - Subtask 7for use with Subtask 7 : Researching a Country


- generates questions or searches forinformation with a limited degree ofeffectiveness

2e27 • read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive software) for different purposes;

2e52 • view, read, and listen to media works with simple messages or factual information and describe what they have learned;

2e64 – identify different technologies (e.g., television, radio, the Internet, CD-ROMs, a videocassette recorder) and understand that they serve different functions;

2z24 – interpret data and draw simple conclusions (e.g., establish connections between climate and clothing, or among artefacts, games, and celebrations);

2z28 – identify the earth as a sphere and half the earth as a hemisphere;

Category/Criteria


Expectation List

Selected


Page 1

Assessed

English Language---Writing• use and spell correctly the vocabulary appropriate for this grade level; 12e7– use titles to summarize content; 32e22– use words and pictures to create a message; 22e23– use underlining, colour, size of print for emphasis; 22e24– print legibly; 12e25

English Language---Reading• read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive

software) for different purposes;12e27

• read independently, using reading strategies appropriate for this grade level; 12e29• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own

knowledge and experience;12e30

• understand the vocabulary and language structures appropriate for this grade level; 22e32• use some conventions of written materials to help them understand and use the materials. 12e33

English Language---Oral and Visual Communication• communicate messages, and follow instructions and directions; 22e47• listen to discussions on familiar topics and ask relevant questions; 1 32e48• apply the rules of participating in a conversation and working with others; 2 12e51• view, read, and listen to media works with simple messages or factual information and describe what they have learned; 22e52• use the conventions (e.g., sentence structure) of oral language, and of the various media, that are appropriate to the grade

(see below).1 12e54

– use linking words such as because, if, and after to organize ideas in speech; 1 12e56– recognize the beginning and end of a spoken text, and present their own remarks in a coherent order; 12e57– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 22e59– participate in group discussions, demonstrating a sense of when to speak, when to listen, and how much to say; 22e60– use speech appropriately for various purposes (e.g., to influence others in the group); 1 12e61– view, read, and listen to media works to obtain information and to complete assigned tasks (e.g., view or read the weather

reports on television or in the newspaper);1 12e62

– identify different technologies (e.g., television, radio, the Internet, CD-ROMs, a videocassette recorder) and understandthat they serve different functions;

12e64

Mathematics---Measurement– use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of water, air). 12m40

Mathematics---Geometry and Spatial Sense– identify and describe various three-dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their

geometric properties (i.e., number and shape of faces), using concrete materials (e.g., "I separated the figures that havesquare faces from the ones that don't.");

12m49

– describe the relative locations (e.g., beside, two steps to the right of ) and the movements of objects on a map (e.g., "Thepath shows that he walked around the desk, down the aisle, and over to the window.");

22m56

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific

purposes and to familiar audiences;12a28

The Arts---Drama & Dance– use language and non-verbal means of communication effectively for a variety of purposes both in and out of role (e.g.,

explain why a character in a story or drama should not leave home);22a61

Social Studies---CWC: Features of Communities Around the World– recognize that the world is made up of countries, continents, and regions, including Canada in the continent of North

America;12z19

– demonstrate an understanding of the relationship between location and climate (e.g., warmer climates occur near theequator);

12z20

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Expectation List

Selected


Page 2

Assessed– describe some similarities and differences in the ways communities around the world meet their needs (e.g., with respect

to food, clothing, shelter, recreation);22z21

– identify similarities and differences (e.g., in food, clothing, homes, recreation, land use, transportation, language) betweentheir community and a community in another part of the world.

1 12z22

– ask questions and use factual texts (e.g., illustrated dictionaries and encyclopedias) to obtain information aboutcommunities around the world;

12z23

– interpret data and draw simple conclusions (e.g., establish connections between climate and clothing, or among artefacts,games, and celebrations);

22z24

– sort and classify information using more than one criterion (e.g., how environment affects the ways needs are met); 12z25– use appropriate vocabulary (e.g., globe, model, distance, sphere, hemisphere, culture, countries, equator, North Pole,

South Pole ) to communicate the results of inquiries and observations about communities around the world.32z26

– recognize and use pictorial symbols (e.g., for homes, roads), colour (e.g., blue line/river), legends, and cardinal directions(i.e., N, S, E,W) on maps of Canada and other countries;

22z27

– identify the earth as a sphere and half the earth as a hemisphere; 12z28– demonstrate an understanding that the globe is a model of the earth; 12z29– find the equator and the poles on a map and/or globe; 1 12z30– locate on a globe or map their local community in Ontario; Canada; and the various countries and continents studied; 12z31– construct and read a variety of graphs, charts, diagrams, maps, and models to clarify and display information (e.g., make

graphs to compare the homes in various world communities).12z32

– compare how people living in different climates (e.g., near the poles and near the equator) meet their needs for food,shelter, clothing, and recreation.

22z34

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Expectation Summary


Selected Assessed

English Language2e1 2e2 2e3 2e4 2e5 2e6 2e7 1 2e8 2e9 2e102e11 2e12 2e13 2e14 2e15 2e16 2e17 2e18 2e19 2e202e21 2e22 3 2e23 2 2e24 2 2e25 1 2e26 2e27 1 2e28 2e29 1 2e30 12e31 2e32 2 2e33 1 2e34 2e35 2e36 2e37 2e38 2e39 2e402e41 2e42 2e43 2e44 2e45 2e46 2e47 2 2e48 31 2e49 2e502e51 12 2e52 2 2e53 2e54 11 2e55 2e56 11 2e57 1 2e58 2e59 2 2e60 22e61 11 2e62 11 2e63 2e64 1 2e65Mathematics

2m1 2m2 2m3 2m4 2m5 2m6 2m7 2m8 2m9 2m102m11 2m12 2m13 2m14 2m15 2m16 2m17 2m18 2m19 2m202m21 2m22 2m23 2m24 2m25 2m26 2m27 2m28 2m29 2m302m31 2m32 2m33 2m34 2m35 2m36 2m37 2m38 2m39 2m40 12m41 2m42 2m43 2m44 2m45 2m46 2m47 2m48 2m49 1 2m502m51 2m52 2m53 2m54 2m55 2m56 2 2m57 2m58 2m59 2m602m61 2m62 2m63 2m64 2m65 2m66 2m67 2m68 2m69 2m702m71 2m72 2m73 2m74 2m75 2m76 2m77 2m78 2m79 2m802m81 2m82 2m83 2m84Science and Technology

2s1 2s2 2s3 2s4 2s5 2s6 2s7 2s8 2s9 2s102s11 2s12 2s13 2s14 2s15 2s16 2s17 2s18 2s19 2s202s21 2s22 2s23 2s24 2s25 2s26 2s27 2s28 2s29 2s302s31 2s32 2s33 2s34 2s35 2s36 2s37 2s38 2s39 2s402s41 2s42 2s43 2s44 2s45 2s46 2s47 2s48 2s49 2s502s51 2s52 2s53 2s54 2s55 2s56 2s57 2s58 2s59 2s602s61 2s62 2s63 2s64 2s65 2s66 2s67 2s68 2s69 2s702s71 2s72 2s73 2s74 2s75 2s76 2s77 2s78 2s79 2s802s81 2s82 2s83 2s84 2s85 2s86 2s87 2s88 2s89 2s902s91 2s92 2s93 2s94 2s95 2s96 2s97 2s98 2s99 2s1002s101 2s102 2s103 2s104 2s105 2s106 2s107 2s108 2s109 2s110Social Studies

2z1 2z2 2z3 2z4 2z5 2z6 2z7 2z8 2z9 2z102z11 2z12 2z13 2z14 2z15 2z16 2z17 2z18 2z19 1 2z20 12z21 2 2z22 11 2z23 1 2z24 2 2z25 1 2z26 3 2z27 2 2z28 1 2z29 1 2z30 112z31 1 2z32 1 2z33 2z34 2Health and Physical Education

2p1 2p2 2p3 2p4 2p5 2p6 2p7 2p8 2p9 2p102p11 2p12 2p13 2p14 2p15 2p16 2p17 2p18 2p19 2p202p21 2p22 2p23 2p24 2p25 2p26 2p27 2p28 2p29 2p302p31 2p32 2p33 2p34 2p35 2p36 2p37 2p38 2p39 2p402p41The Arts

2a1 2a2 2a3 2a4 2a5 2a6 2a7 2a8 2a9 2a102a11 2a12 2a13 2a14 2a15 2a16 2a17 2a18 2a19 2a202a21 2a22 2a23 2a24 2a25 2a26 2a27 2a28 1 2a29 2a302a31 2a32 2a33 2a34 2a35 2a36 2a37 2a38 2a39 2a402a41 2a42 2a43 2a44 2a45 2a46 2a47 2a48 2a49 2a502a51 2a52 2a53 2a54 2a55 2a56 2a57 2a58 2a59 2a602a61 2 2a62 2a63 2a64 2a65 2a66 2a67

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 1:38:24 PM Page G-1


Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record4 Checklist3 Rating Scale3 Rubric

Assessment Strategies

1 Classroom Presentation1 Conference3 Exhibition/demonstration4 Observation5 Performance Task4 Questions And Answers (oral)2 Response Journal1 Self Assessment

Groupings

7 Students Working As A Whole Class1 Students Working In Pairs3 Students Working In Small Groups8 Students Working Individually

Teaching / Learning Strategies

2 Brainstorming1 Collaborative/cooperative Learning2 Demonstration3 Direct Teaching2 Discussion1 Guided Writing3 Map Making1 Model Making1 Note-making1 Oral Explanation1 Peer Teaching1 Research1 Response Journal1 Role Playing1 Simulation

Analysis Of Unit Components

8 Subtasks 70 Expectations 94 Resources 77 Strategies & Groupings

-- Unique Expectations -- 22 Language Expectations 3 Mathematics Expectations 2 Arts Expectations 15 Social Studies Expectations

Resource Types

3 Rubrics 26 Blackline Masters 0 Licensed Software 26 Print Resources 4 Media Resources 0 Websites 34 Material Resources 1 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 26, 2005 at 1:38:37 PM Page H-1

Documents

Features of Communities Around the Worldlibrary.queensu.ca/files/ocup/FeatComm.pdf · Around the World Social Studies Length of ... The Planner provides electronic templates and resources