Nicole Kriegl, Shelley Potter, Kailey da Silva, Brenna Lovely
UNIT PLANNER #2
| OVERVIEW | ||
| Subject: Grade 2 | Topic: Salmon Lifecycle | Content Overview: Science Metamorphic and non-metamorphic life cycles of different organisms Similarities and differences between offspring and parent First Peoples use of their knowledge of life cycles English Language Arts Reading strategies Oral language strategies Career Education Cultural and social awareness Roles and responsibilities at home, at school, and in the local community Jobs in the local community Math Number concepts Direct linear measurement Pictorial representation Social Studies Rights and responsibilities of individuals regionally and globally responsibility to the environment connections between your community and communities throughout Canada and around the world (interconnectedness) Art Education Elements in the arts, including but not limited to: Visual arts: elements of design: line, shape, texture, colour, form (visual arts); principles of design: pattern, repetition, rhythm (visual arts), contrast Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment |
| Title: Exploring Salmon and Their Importance to Humans and the Ecosystem |
| Big Idea(s): Science: Living things have life cycles adapted to their environment English Language Arts: Curiosity and wonder lead us to new discoveries about ourselves and the world around us Through listening and speaking, we connect with others and share our world Career Education: Everything we learn helps us to develop skills Communities include many different roles requiring many different skills Math Numbers to 100 represent quantities that can decomposed into 10s and 1s Concrete items can be represented, compared and interpreted pictorially in graphs Social Studies: Local actions have global consequences, and global actions have local consequences Individuals have rights and responsibilities as global citizens Art Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating Inquiry through arts creates opportunity for risk taking | Core Competencies: Communication Science: Reflect on ability to explain/recount and reflect Observe objects and events in familiar contexts Experience and interpret the local environment Share observations and ideas orally English Language Arts: Reflect on ability to share ideas Explore oral storytelling processes Career Education: Reflect on their ability to connect and engage with others Share ideas, information, personal feelings, and knowledge with others Math: Reflect on their ability to interpret and present information Represent mathematical ideas in concrete, pictorial, and symbolic forms Social Studies: Reflect on their ability to acquire and present information Use Social Studies inquiry processes and skills to ask questions; gather ideas; and communicate findings Art Education: Reflect on their ability to connect and engage with others Observe and share how artists use processes, materials, movements, technologies, tools, and techniques Experience, document, and share creative works in a variety of ways Thinking Science: Reflect on ability to question and investigate Ask simple questions about familiar objects and events English Language Arts: Reflect on ability to develop ideas Use language to identify, create, and share ideas, feelings, opinions, and preferences Career Education: Reflect on their ability to generate and develop ideas Math: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Social Studies: Reflect on their ability to generate ideas Explain the significance of personal or local events, objects, people, or places (significance) Art Education: Reflect on their ability to explore new ideas and generate ideas Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts Personal and Social Science: Reflect on ability to understand contributions to the community and caring for the environment English Language Arts: Reflect on ability to understand similarities and differences (value diversity) Exchange ideas and perspectives to build shared understanding Career Education: Reflect on their ability to build relationships and contribute to community Identify and appreciate the roles and responsibilities of people in their schools, families, and communities Math: Connect mathematical concepts to each other and to other areas and personal interests Social Studies: Reflect on their ability to value similarities and differences (value diversity) Acknowledge different perspectives on people, places, issues, or events in their lives (perspective) Art Education: Reflect on their ability to identify their personal strengths, abilities, and/or values Express feelings, ideas, stories, observations, and experiences through the arts | ||
| Concept(s): Identify and describe each stage in the salmon life cycle Gain knowledge regarding potential careers in natural resource and environmental management sectors Utilize salmon stages to demonstrate number concepts and pictorial representations Recognize individual and community environmental responsibilities which affect salmon sustainability Use creative expression to represent the importance of salmon to the community, global interconnectedness, and global ecological system health | |||
| Essential question(s): What are the stages in the salmon life cycle? What kind of careers are in the natural resource and environmental management sectors? Can students compare and contrast variables pictorially? What are our responsibilities to sustainably maintain salmon and their habitat? | Transfer goal(s): To support the learners’ ability to transfer their learning autonomously and effectively in new real-world situations. | First Peoples Principle(s): Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships, and a sense of place) Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge Learning is embedded in memory, history, and story. Learning involves patience and time Learning requires exploration of one’s identity. | |
STAGE 1 – DESIRED RESULTS
| Alignment Check! Are your concepts, unit understandings, transfer goals, and essential questions connected and supportive of your Big Idea? | |
| Content: Science Metamorphic and non-metamorphic life cycles of different organisms Similarities and differences between offspring and parent First Peoples use of their knowledge of life cycles English Language Arts Reading strategies Oral language strategies Career Education Cultural and social awareness Roles and responsibilities at home, at school, and in the local community Jobs in the local community Math Number concepts Direct linear measurement Pictorial representation Social Studies Rights and responsibilities of individuals regionally and globally responsibility to the environment connections between your community and communities throughout Canada and around the world (interconnectedness) Art Education Elements in the arts, including but not limited to: Visual arts: elements of design: line, shape, texture, colour, form (visual arts); principles of design: pattern, repetition, rhythm (visual arts), contrast Personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment | Curricular Competencies: Science: Demonstrate curiosity and a sense of wonder about the world Observe objects and events in familiar contexts Ask questions about familiar objects and events Safely manipulate materials to test ideas and prediction Experience and interpret the local environment Compare observations with predictions through discussion Transfer and apply learning to new situation English Language Arts: Use sources of information and prior knowledge to make meaning Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community Demonstrate awareness of the role that story plays in personal, family, and community identity Use personal experience and knowledge to connect to stories and other texts to make meaning Show awareness of how story in First Peoples cultures connect people to family and community Exchange ideas and perspectives to build shared understanding Create stories and other texts to deepen awareness of self, family, and community Explore oral storytelling processes Plan and create a variety of communication forms for different purposes and audiences Career Education: Identify and appreciate the roles and responsibilities of people in their schools, families, and communities Set and achieve realistic learning goals for themselves Work respectfully and constructively with others to achieve common goals Set and achieve realistic learning goals for themselves Math: Model mathematics in contextual experiences Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Use mathematical vocabulary and language to contribute to mathematical discussions Represent mathematical ideas in concrete, pictorial and symbolic forms Connect mathematical concepts to each other and to other areas and personal interests Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts Social Studies: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions Recognize the causes and consequences of events, decisions, or developments (cause and consequence) Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, plans, issues, or events (perspective) Make value judgements about events, decisions, or actions and suggest lessons that can be learned (ethical judgement) Art Education: Exploring and creating Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play Reasoning and Reflecting Reflect on creative processes and make connections to other experiences Communicating and documenting Express feelings, ideas, stories, observations, and experiences through creative works Experience, document, and show creative works in a variety of ways |
| Associated Lessons |
| Lesson 1: The Salmon Life Cycle (Science) Lesson 2: Counting, Measuring and Graphing (Math) Lesson 3: Salmon Boy (English Language Arts) Lesson 4: Guest Speaker – Conservation Officer (Career Education) Lesson 5: Liaise with Skeena Wild education coordinator Christine Slanz for a field trip (Social Studies) Lesson 6: Use garbage collected from Social Studies field trip to create a piece of art with assistance from artist Sarah Zimmerman (Arts Education) |
| Design Considerations: Lesson 1: All formative assessments can be completed in written or verbal form. Alternates and aids to complete full group activities will be provided for students (e.g. individual activities, noise-cancelling headphones, and breaks). The summative assessment will include sentence starters if needed as well as options for further consideration as extensions. Lesson 2: Students will be able to verbalize, write, type out, draw or show pictures (Boardmaker) when it comes to participating in the class group work and for their own individual work. Students can also choose to work at different areas (desk, carpet, table, in the hallway) where they feel comfortable. Students may also choose to sit with a partner and work quietly on their individual work. Lesson 3 & 4: Students will contribute to a “Thank You” card for the Guest Speaker by either writing, drawing, or having their message scribed as to what they enjoyed about the presentation. The “Because-But-So” writing activity can be modified by providing students with the same sentence stems but having more advanced students provide complete sentences for all three conjunctions while asking struggling students to provide a sentence for only one or two. Responses can be written or given verbally as necessary. Lesson 5 & 6: To ensure an inclusive educational experience, all students will be offered multiple alternative methods of expression to exhibit knowledge/understanding (oral, written, scribe, computer generated). They will be given access to communication boards, speech-to-text technology, a quiet calming area to lower anxiety and reduce distractions, as well as noise-cancelling headphones. Students will also have the option of utilizing different writing utensils and paper options (graph paper for lining up math problems or raised lined paper to support writing technique). Occasionally, students may be paired with a study buddy to encourage classroom connection, collaboration, and participation. The classroom will be wheelchair accessible with plenty of room to move about the classroom, school, and school grounds freely and independently. Universal Design Methods of teaching will be practiced and differentiation integrated as required. |
STAGE 2 – EVIDENCE OF LEARNING
| ASSESSMENT | |
| Formative Assessment: Lesson 1: KWL Chart Lesson 2: Exit Ticket (draw, write or verbalize) Lesson 3: Because – But – So Writing Activity (Level 1) (Sentence stems to follow in lesson plan) Lesson 4: Class Thank You card to the Conservation Officer (have each student contribute something to the card how they can – pictures, words etc. about what they enjoyed or learned from the presentation) Lesson 5: Compare and Contrast Class Brainstorm (things we do as individuals/communities/countries that are good for the environment and things we do as individuals/communities/countries that are bad for the environment) Lesson 6: Trash to Art Peer Assessment (two things you liked about a group’s art piece and one piece of garbage in the piece that you were shocked to see – should it have been recycled, reused, or put in the trash?) | Summative Assessment: Lesson 1: Lab Log – Students will participate in an experiment or activity regarding each stage of the salmon life cycle. During each experience, students are asked to fill in their lab log which includes coming up with essential questions, recording their observations, and identifying one thing they learned about the specific stage in the salmon life cycle. Lesson 2: Math Salmon – Each student will choose a salmon drawing. They will write the number of eggs the salmon will have (between 1-100), measure (cm) and write how long the salmon is and write or draw how they like to eat salmon. Lesson 3: Because – But – So Writing Activity (Level 2) (Sentence stems to follow in lesson plan) Lesson 4: Exit Ticket (3 Options for submission: write, draw or share orally) Prompt: Share two new things that you learned from the Conservation Officer’s presentation and one thing that you would like to learn more about. Lesson 5: Exit Ticket (draw it for me, write it for me, tell it to me) (questions to follow in lesson plan) Lesson 6: Trash to Art presentation (rubric to follow in lesson plan) |
STAGE 3 – LEARNING PLAN
| LESSON PLANNING |
| Resources: Bar Graph Template freebie. Teachers Pay Teachers. (n.d.). Retrieved July 19, 2022, from https://www.teacherspayteachers.com/Product/Bar-Graph-Template-FREEBIE-6740077?st=37d04789b8ce9e304c91fec5a1113cbd Fisheries and Oceans Canada – Pacific Salmon Life Cycle poster: Crsri. CRSRI | Bringing the Salmon Home. (2021, February 15). Retrieved July 19, 2022, from https://columbiariversalmon.ca/fisheries-and-oceans-canada-pacific-salmon-life-cycle-poster/ Government of Canada, F. and O. C. (2022, July 18). Salmonids in the classroom – Primary. Pacific Region | Fisheries and Oceans Canada. Retrieved July 19, 2022, from https://www.pac.dfo-mpo.gc.ca/education/lessonplans-lecons/sicprimary-secprimaire-eng.html Pacific Wild. (2022, March 2). Pacific Salmon Species spotlight. Pacific Wild. Retrieved July 19, 2022, from https://pacificwild.org/pacific-salmon-species-spotlight/ Pictograph template. Teachers Pay Teachers. (n.d.). Retrieved July 19, 2022, from https://www.teacherspayteachers.com/Product/Pictograph-Template-2144466?st=939dc214e589cfbd771e7e0fd7ab2f7e Reed-Jones, C., & Maydak, M. S. (2001). Salmon Stream. Dawn Publications. Salmon Life Lottery. Science World. (2021, October 13).Retrieved July 19, 2022, from https://www.scienceworld.ca/resource/salmon-life-lottery/ Salmon Science Journal – SPSSEG. (n.d.). Retrieved July 19, 2022, from https://spsseg.org/wp-content/uploads/2022/03/Answer-Key-Salmon-Science-Journal.pdf The Creative Advantage (2020, May 28). Traditional Native Storytelling with Roger Fernandes: “Salmon Boy” [Video]. https://www.youtube.com/watch?v=g2FTrPUpXNQ Webster, J. (2019, November 24). How do hundred charts teach place value and skip counting? ThoughtCo. Retrieved July 19, 2022, from https://www.thoughtco.com/hundred-charts-place-value-and-multiplication-3110499 |