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Iqaluit, and Bouctouche Lessons 8–10 with , You Can Do It!

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Iqaluit, and Bouctouche Lessons 8–10 with , You Can Do It! Grade 2 Trial Pack Everything you need to experience Our World in your classroom! Unit 2: More about Our Communities: Regina, Iqaluit, and Bouctouche Lessons 8–10 With , you can do it! This trial pack will allow you to experience firsthand how practical, engaging, and easy to use Our World really is. What does this trial pack contain? Everything you need to teach Lessons 8–10 is in this trial pack. That’s up to 4 weeks’ worth of Social Studies lesson time! 1) Canadian Communities Big Book pages in poster format 2) Program Walk-Through • Unit Planning (page 2) • Lesson Planning (page 4) • Blackline Masters (page 10) • Assessment Summary and Assessment Blackline Masters (page 11) • Features of the Big Book and Student Book (page 12) 3) Teaching Resource pages with Excerpts from the Teaching Resource Front Matter (page 14) 4) Student Book Grade 2 Program Components Canadian Communities Big Book 0-17-627926-1 (64 pages) Canadian Communities Student Book 0-17-629042-7 (64 pages) Canadian Communities Teaching Resource 0-17-627927-X (258 pages) Our World Web site: www.nelson.com/ourworld The Our World Web site contains annotated Web links and modifiable Assessment Blackline Masters. Our World: Canadian Communities Grade 2 Teaching Resource Contents Introduction Using Canadian Communities Section 1: A Walk-Through of the Student Resource, Teaching Resource, and Web Site Section 2: Strategy for Yearly and Monthly Planning Section 3: A Brief Overview of the Curriculum Section 4: Assessment Section 5: Using Canadian Communities to Support Early Literacy Section 6: Getting Started Section 7: Background Information Unit 1: Three Canadian Communities: Regina, Iqaluit, and Bouctouche Lesson 1: Three Canadian Communities: Where Are They? Lesson 2: Three Canadian Citizens: Welcome! Lesson 3: Our Physical Geography Lesson 4: Our Climate Lesson 5: How Did Our Communities Start? Lesson 6: Identity and Geography Lesson 7: Daily Life in Our Communities Unit 2: More About Our Communities: Regina, Iqaluit, and Bouctouche Lesson 8: About Our Cultures: Language Lesson 9: About Our Cultures: Places and Symbols Lesson 10: About Our Cultures: Traditions and Celebrations Lesson 11: Who Helped to Develop Our Communities? Lesson 12: How Are Our Communities Connected? Unit 3: Economic Characteristics of Our Communities Lesson 13: Our Natural Resources Lesson 14: Work in Our Communities Lesson 15: Goods and Services in Our Communities Lesson 16: How Industry Can Affect Our Communities Unit 4: How My Community Started Trial pack contains Lesson 17: The Characteristics of My Community Unit Overview, Lessons 8, Lesson 18: How Did My Community Start? 9, and 10 from Unit 2, Lesson 19: Who Helped to Develop My Community? and related BLMs Unit 5: Changes in My Community Lesson 20: How My Community Has Changed Lesson 21: Why Has My Community Changed? Lesson 22: The People in My Community Lesson 23: People Who Change a Community Lesson 24: Being Part of a Community Blackline Masters Assessment Blackline Masters 1 Program Walk-Through: Unit Planning Everything you need to support the teaching of the Big Book and Student Book is included in the Teaching Resource! Unit 2: More about Our Communities: Regina, Iqaluit, and Bouctouche Planning Information Unit Overview gives you a Unit Overview summary of each lesson in the unit. In the previous unit, students explored characteristics of communities related to physical geography. In this unit, students continue their inquiry into the nature of communities by focusing on characteristics of human geography—specifically, cultural and linguistic characteristics. Students examine ways that the three communities—Regina, Iqaluit, and Bouctouche—express their cultural and linguistic identities. Again, the reading is guided by three child narrators who act as representatives of their communities. Through this study, and by continually reflecting on culture and language in their own communities, students see characteristics common to all communities. It is through these commonalities that students will be able to recognize themselves as both members of diverse communities and members of a single unified community: Canada. Social Studies Strands indicates Social Studies Strands the curriculum focus for the unit. • Culture and Community (CC); The Land: Places and People (LPP); Time, Continuity, and Change (TCC); Identity (I) Inquiry in Unit 2 Unit 2 offers two main opportunities for students to use the inquiry process. In Lesson 8, they read an information sheet on the Mi’kmaq language and record their findings. In Lesson 10, they read information on traditions and celebrations and record their findings. Students have more opportunities to use various Accommodating Learning recording sheets to help them gather and organize information. The Inquiry Strategies in the margin continue to suggest Differences helps you to plan for that present the inquiry process as a way of finding answers to varying learning needs and styles. questions and organizing the information. Accommodating Learning Differences in Unit 2 The list provides examples of Activities in Unit 2 are varied and include a mix of strategies. activities targeted to the needs of Note that the following list does not reflect all activities, such as reading the Student Resource, class discussions, or direct visual, auditory, and kinesthetic instruction, which suit an auditory style. learners. Visual Create a 3-D Bar Graph (Lesson 8) Language Roots (Lesson 8) Focus on Symbols and Landmarks (Lesson 9) Illustrate a Text (Lesson 11) Parade Day (Lesson 12) 44 Unit 2: More about Our Communities: Regina, Iqaluit, and Bouctouche 2 Program Walk-Through: Unit Planning Auditory Learning about Languages (Lesson 8) Focus on Storytelling (Lesson 10) Inquiry: Traditions and Celebrations (Lesson 10) Learn about the Acadians (Lesson 11) Kinesthetic Create a 3-D Bar Graph (Lesson 8) Create Sentences (Lesson 8) Lesson Sequence provides you Field Trip or Special Guest (Lesson 9) Make a Shield (for a Coat of Arms) (Lesson 9) with an at-a-glance view of the Make a Chain (Lesson 12) Parade Day (Lesson 12) focus and key activities in each lesson. Lesson Sequence Estimated Duration: five to six weeks from November to mid-December (Note that the chart highlights the main focus and activities.) Student Estimated Duration suggests the LessonResource Pages Focus of Lesson Activities 8: About Our 20–21 • introduce new unit • recall prior learning amount of time that you could Cultures: Language • explore linguistic characteristics of • create 3-D bar graph the communities • make KWHL Chart spend on each unit. • create class poster • make flash cards/pocket charts • learn about the Mi’kmaq language 9: About Our 22–23 • explore cultural characteristics • have field trip/guest speaker Cultures: Places (symbols and landmarks) • study symbols and landmarks and Symbols • create shields for coat of arms Social Studies Outcomes in Unit 2 10: About Our 24–27 • explore cultural and linguistic • have class discussion I ϭ Introduce concept or skills Cultures: Traditions characteristics (traditions, • tell stories ϭ and Celebrations celebrations, stories) • perform inquiry into traditions D Develop concept or skills and celebrations A ϭ Apply, practise, or reinforce concept or skills 11: Who Helped 28–29 • focus on people who played a part in • illustrate a text This chart highlights the main outcomes addressed in the lessons. to Develop Our the development of the communities • read profiles Communities? • recall prior learning • have class discussions 12: How Are Our 30–31 • explore community connections • make symbolic chain Lessons 8 9 10 11 12 Communities • summarize the unit • design a parade float (end-of-unit Outcomes Connected? performance task) 2.1.1.4 explore historic sites and monuments I D 2.1.3.1 identify cultural characteristics of IA the communities 2.1.3.2 identify traditions and celebrations IA in the communities 2.1.3.3 explore role of stories, traditions, IA and events 2.1.3.4 identify linguistic roots and IA practices of the communities 2.1.3.5 identify contributions of individuals IA and groups to communities’ development 2.1.3.6 explore connections among D communities 2.1.3.7 link cultural characteristics to I Unit 2: More about Our Communities: Regina, Iqaluit, and Bouctouche 45 Canada’s identity 2.S.5 work together with group members D 2.S.7.3 follow a plan for inquiry D D 2.S.7.4 access and retrieve information D D D 2.S.7.6 organize information D D D 2.S.8.1 share important information in DDD own words using respectful language 2.S.8.3 interact with others in a socially DD appropriate manner The Introduce, Develop, Apply 2.S.8.6 use technology to create a visual I (IDA) Chart summarizes main 2.S.9.1 record key words I 2.S.9.2 compare information from outcomes for assessment according A different media to whether they are being introduced, developed, or applied. 46 Unit 2: More about Our Communities: Regina, Iqaluit, and Bouctouche 3 Program Walk-Through: Lesson Planning Lesson plans are divided into five parts: • Planning Information • Applying the Concept • Beginning the Inquiry • Reflecting • Developing the Concept They also include Background Information, Technology Tips, Related Resources Lists, Ongoing Assessment Notes, and more. Lesson 8: About Our Cultures: Language (Student Resource, pages 20–21) Planning Information helps you plan for the lesson. It includes Lesson Overview, Social Studies Strands, Social Studies Planning Information Outcomes, Special Lesson Overview Materials, Background
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