Grade: 2 Subject: Social Studies Topic 2.1: Canada’s Dynamic Communities/2.

2 A Community in the Past

Unit 1 – Looking at Places/Canadian Communities
Assessment Tasks
Weeks Cluster Outcomes Indicators of Student Teaching & Learning Activities (How will they show what they
8 (From POS) Learning (N= Nelson; P=Pearson) know?) Resources
(Day) (How will I recognize what
students have learned?)
2.1 CANADA’S DYNAMIC COMMUNITIES Intro – 1 period Formative Assessment ●Student Textbooks (Our World,
Specific Outcomes Values and Attitudes Students will: Consider the needs of others Review “Communities” – definition & understanding Review “Communities” – definition & Nelson)
2.1.1 appreciate the physical and human geography of the Develop questions for Read: Rural Kid & Urban Kid understanding ●Many Voices Grade 2 (Pearson)
communities studied: Find the 3 Communities ( Prairie, Inuit & Acadia) Teacher’s Guide
understanding ● assess prior knowledge BLM-1N
● appreciate how a community’s physical geography Iqaluit, Saskatoon/Regina, Meteghan ●Big Books
Prepare & present information ● describe own community’s
shapes identity (I, LPP) - Flags of Each Communitiy (LM2-P) ●Websites (2learn.ca)
● appreciate the diversity and vastness of Canada’s land in own words, respecfully - Discovery Book: A Song of Canada geographical/special features of ●Online videos (TVO kids)
and peoples (CC, LPP) Identify key words from ● Start Mini Dictionaries own community ●Apps
Knowledge and Understanding information gathered on topic Chapter 1 (Lesson 1-5) N/E Coast & Praries - Looking at the Land, Climate Student-centred inquiry: What do you ●Virtual museum tours
o Where are the Inuit, Acadian and prairie Know stories of past connect and Transportation – Iqaluit, Metegan & Saskatoon (P) / 3 Canadian want to learn/know about each ●A Day in the Life of an Inuit Child
communities located in Canada? (LPP) to present Communities – Where are they? (N) community’s past?
o How are the geographic regions different from Know how Aboriginal & Lesson 1-4 The 3 Communities ( Prairie, Inuit &
where we live? (LPP) Francophone peoples have - TPS focus question (P) Acadia)
o What are the major geographical regions, Explore the different climate and topographical features of each
influenced community Iqaluit, Saskatoon/Regina, Meteghan
landforms and bodies of water in each community (P)
- tell a folk story about the origin
community? (LPP) ● Bays Rivers & Lakes
o What are the main differences in climate among Identifies physical features of ● What About the Weather. – BLM 6 (N) of each community
these communities? (LPP) Canadian communities Lesson 5 Pack for trip (introduction)
o What geographic factors determined the Where do you want to go? ● geographic location
establishment of each community (e.g., soil, Understands how they are ● Packing for a Trip: L-M1(P)/ BLM7 (N) ● special features of each
water and climate)? (LPP, TCC) different from where we live. - Extend Learn about Land of the Midnight Sun. (P) community (BLM-2N)
o How does the physical geography of each Chapter 2 (Lessons 6-11) Communities & The Land (P, Ch2) Play Game: Whose Life Is it Anyways?
community shape its identity? (CC, I) - Discovery Book: My Community, My Identity “Comparing Here and There” - How is our
Identifies geographical aspects
o What is daily life like for children in Inuit, ● Iqaluit, NS, SK ( Early Days)
of each community community’s past history similar or
Acadian and prairie communities (e.g., Lesson 6-7 Iqaluit
Identifies & Describes climate different to one of the communities we
recreation, school)? (CC, I, LPP) ● ABCs of Iqaluit – photo walk
o How does the vastness of Canada affect how differences ● LM1-4 (P) – interactive writing have been studying?
we connect to other Canadian communities? (C, ● Big Book Maps & more Summative Assessment
I, LPP) Extension: Caribou Hunt. Tell a Folktale – research and learn about
2.1.3 investigate the cultural and linguistic characteristics Lesson 8-9 Acadia a Canadian folktale from one of the
of an Inuit, an Acadian, and a Prairie community in Canada Explains differences from our ● Metegan – LM1-6 community’s we studied, share with the
by exploring and reflecting upon the following questions Extensions (Lesson 8) class.
community
for inquiry: ● Research Acadian Shoreline “Luggage Mix Up” – geographical
o What are the cultural characteristics of the Identifies & describes ● Sketch a View - Our Pasts & Their Pasts Window-Jeannie Baker
geographical factors that help landforms/climates of the communities
communities (e.g., special symbols, landmarks, ● Find out Who Came.
establish the communities Our pasts & their pasts, “A trip down
languages spoken, shared stories or traditions, Lesson 10-11 Saskatoon
monuments, schools, churches)? (CC, LPP, TCC) ● Discuss reading section memory lane”
o What individuals and groups contributed to the ● LM1-7(P) Urban & Rural Class activities – Master sheets
development of the communities? (CC) Read: Rural Kid & Urban Kid Our Little Books – Nelson (Rubric)
2.2.3 appreciate the importance of collaboration and ● What about own community? Choose work to add to digital student
living in harmony (C, PADM) Extensions portfolio
2.2.6 analyze how their community emerged, by exploring ● Research Indigenous Peoples (P)
and reflecting upon the following questions for inquiry: Explains geography develops ● Gather Information from Photos (P)
o What characteristics define their community? (CC, I) community identity Chapter 3 (Lessons 12-17) Daily Life (Ch3P)
o What is unique about their community? (CC, I) - Class Travel Journal – unique daily lives in each of the 3 communities (P)
Values & Attitudes - KWL Chart – review prior knowledge on communities
● value oral history and stories as ways to learn - MindMap, Venn(LMG-2)
about the land (LPP, TCC) -Reading section LM1-10
● acknowledge, explore, and respect historic sites and - Letter from Iqaluit (pp. 36–37); E-mail from Meteghan (pp. 38–39); Cards
monuments (CC, LPP, TCC) from Saskatoon
● demonstrate care and concern for the environment ● Write a Letter (p30) (N)
(C, ER, LPP) Understands & explains daily Extensions
lives of children in Canadian - Be a Tour Guide:
communities -Follow the Map: How do we get there?
Kenojuak’s Map (L-M 1-11P)
Build a boat – to get to 1 of the communities what do you need to bring
with you?
Off to school
Extensions
- Presentation & Game
Grade: 2 Subject: Social Studies Topic 2.1: Canada’s Dynamic Communities/2.2 A Community in the Past
 Unit 2 – Looking at People/ More About Canadian Communities
Assessment Tasks
Weeks Cluster Outcomes Indicators of Student Teaching & Learning Activities (How will they show
9 (From POS) Learning (N= Nelson; P=Pearson) what they know?) Resources
(Day) (How will I recognize what
students have learned?)
2.1 CANADA’S DYNAMIC COMMUNITIES Students will be able to... Intro (Starting Up) Formative Assessment ●Student Textbooks (Our
2.1.2 Knowledge & Understanding Students will: investigate Explore the geography of an - Mini textbook & My Community, My Identity Poster Class activities World, Nelson)
the physical geography of an Inuit, an Acadian, and a Prairie Inuit, Acadian and a Prairie - Read Aloud: Poem (pg.3) Class discussions ●Many Voices Grade 2
community in Canada by exploring and reflecting upon the community - Create Culture Chart (Pearson) Teacher’s Guide
Line Masters
following questions for inquiry: Explore the cultural Chapter 1 – Inuit, Acadians & Ukrainians ●Big Books
Observations
o Where are the Inuit, Acadian, and Prairie communities characteristics of an Inuit, - Minitexbook – photos- community sort ●Websites (2learn.ca)
located in Canada? (LPP) Read Sections – discuss communities, describe flags (importance, colour & design) Interviews ●Online videos (TVO kids)
Acadian and prairie community.
2.1.3 investigate the cultural and linguistic characteristics of Explore the economic Try This (p.11) Quizzes ●Apps
an Inuit, an Acadian, and a Prairie community in Canada by characteristics of Canadian Find information ● Ukrainian Village Virtual
exploring and reflecting upon the following questions for communities. – Tell three things about Iqaluit today. Summative Assessment Tour
inquiry: Know about and understand the – What languages are spoken in Meteghan? Ability to carry out & ●Acadian Village Virtual Tour
o What are the cultural characteristics of the geography of the – Why did many Ukrainians come to Saskatchewan? present projects
communities (e.g., special symbols, landmarks, land & the people of – Why would the Inuit move their dwellings with the seasons? Research Topic
languages spoken, shared stories or traditions, communities I study. * TPS: importance to communitiy identity LM 2-2,2-3,2-4, 2-5
CH1 Assessment Master: LM
monuments, schools, churches)? (CC, LPP, TCC) - Add questions to KWL Chart
o What are the traditions and celebrations in the - Share Ukranian, French & Inuktitut print & stories
2-3
Consider the needs of others
communities that connect the people to the past and - Big Book: review communities’ locations Select activities in Many
Develop questions for
to each other? (CC, LPP, TCC) Focus Question: what identifies people as a community (commonalities) Voices (p.18) \Many Voices
understanding
o How are the communities strengthened by their Prepare & present information in Definition of culture – class fill-in of culture chart Assessment Rubrics –
stories, traditions, and events of the past? (CC, TCC) own words, respecfully ID/POV Question: Who do you think people like to live North/Acadia/Prairies relevant to each chapter
o What are the linguistic roots and practises in the Identify key words from Extensions CH2: Assessment Master 2-
communities? (CC) information gathered on topic ● Research Topic (e.g. in text) 4
o What individuals and groups contributed to the Know stories of past connect to ● Plan Culture Day - family traditions interview
development of the communities? (CC) present *Mural – later in year: Art Project
- class multicultural collage
o How do these communities connect with one another Know how Aboriginal & Profiles – people that have helped build communities (LM2-6) – discuss how they’ve done so
(e.g., cultural exchanges, languages, traditions, music)? Extensions
CH3: Assessment Master 2-
Francophone peoples have
(CC) Research Canadian Heroes 6
influenced community
o How do the cultural and linguistic characteristics of the Make a Chart - AM-7 / Select activities in
communities studied contribute to Canada’s identity? Interview a Contrivutor to the ommunity Many Voices (pg.45)
(CC, I) Chapter 2 – Remembering Traditions - Group Presentation: AM 2-
2.2.4 appreciate how connections to a community -Traditions: Discuss meaning of traditions (3 periods) 8 & 2-9
contribute to one’s identity (I) * play Guess Who Game
2.2.5 appreciate how cultural and linguistic exchanges - Discovery Book: Tell me a Story – guiding questions: LM2-8
connect one community to another (CC) - Read about traditions written by text characters
2.1.1 Values and Attitudes Students will: - Take a photo walk
Appreciate the physical and human geography of the Discuss Reading Selection & illustrations w/ questions:
communities studied. – Why do you think the Inuit still build igluit?
o appreciate the diversity and vastness of Canada’s land – Why do you think music is important to Acadians?
and peoples (CC, LPP) – Why do you think Ukrainians like to make traditional foods?
o value oral history and stories as ways to learn about the Respond: LM2-9 Interview a Grandparent
land (LPP, TCC) Extensions
o demonstrate care and concern for the environment (C, - Recipe Inquiry
ER, LPP) - Just So Stories
Other Cultures: (2 periods)
- discuss definition of Multi-cultural
p.26-27: Think About It questions TPS discussion
Here & There (culture webs) – plot communities on continuum (LM2-10)
Extensions
Research CHFA
Multicultural Class collage
Fact vs. Fiction
Chapter 3 – Sharing Traditions
Celebrations & Festivals (3 periods)
- Explain festival
- Read section & explore each communities festivals (do we have any?)
Respond LM2-11
Extensions
Winter Traditions Interview LM2-12
Class Project: Plan Winter Festival
Artists & Performers
- Photo Walk
- Discover Art Music & Dance examples from each community (related vocabulary)
Respond
- LM 2-13a &2-13b
- How can you use paintings to find information?
Extensions
- Read Discovery Book : Sharing Songs & Stories – Guiding Questions: LM2-14
- Make a Web – organised information students have gathered (assessment)

Weeks Cluster Outcomes
(Day) (From POS)
8 Resources
2.1 CANADA’S DYNAMIC COMMUNITIES
Specific Outcomes Values and Attitudes
Students will:
2.1.1 Values and Attitudes Students will:
Appreciate the physical and human
geography of the communities studied.
Specific Outcomes
o demonstrate care and concern for
the environment (C, ER, LPP)
2.1.2 Knowledge & Understanding
Students will: investigate the physical
geography of an Inuit, an Acadian, and a
Prairie community in Canada by exploring
and reflecting upon the following
questions for inquiry:
Specific Outcomes
2.1.4 investigate the economic
characteristics of communities in Canada
by exploring and reflecting upon the
following questions for inquiry:
o What kinds of natural resources exist
in the communities (e.g., fishing,
agriculture, mining)? (ER, LPP)
o What are the occupations in each of
the communities? (ER)
o What kinds of goods & services are
available in the communities? (ER)
o What impact does industry have on
the communities (e.g. agriculture,
manufacturing)? (ER, LPP)
Grade: 2 Subject: Social Studies Topic 2.1: Canada’s Dynamic Communities/2.2 A Community in the Past
Unit 3 – Looking at Work/ Economic Characterisitics of Our Communities
Indicators of Student Learning
(How will I recognize what students have
learned?)
Students will be able to...
o Explore the geography of an Inuit,
Acadian and a Prairie community
o Explore the cultural characteristics
of an Inuit, Acadian and prairie
community.
o Explore the economic
characteristics of Canadian
communities.
o Know about and understand the
geography of the land & the people
of communities I study.
o Consider the needs of others
o Develop questions for
understanding
o Prepare & present information in
own words, respecfully
o Identify key words from information
gathered on topic
o Know stories of past connect to
present
o Know how Aboriginal &
Francophone peoples have
influenced community
Teaching & Learning Activities Assessment Tasks
(N= Nelson; P=Pearson) (How will they show what they know?)
Intro (Starting Up) Formative Assessment ●Student Textbooks (Our
- Mini Textbook: Looking at Work Class activities World, Nelson)
- Read Aloud: Poem (pg.3) Class discussions ●Many Voices Grade 2
- Word Watch (Pearson) Teacher’s Guide
Line Masters
- Predict which community matches with which clue )p.6) ●Big Books
Observations
- Discovery Book Land & Sea ●Websites (2learn.ca)
- Anchor Chart: Want Ads for each Community – ask Ss to think of jobs of each community Interviews ●Online videos (TVO kids)
(post-it on relevant chart) Quizzes ●Apps
Chapter 1: Working with Natural Resources
Natural Resources in Iqaluit/ Meteghan/Saskatoon (4 periods) Summative Assessment
Discuss meaning of natural/natural resources Ability to carry out & present projects
- Ss give example of wildlife CH1
- Ch. Photo walk – create web - Thank-you Notes to Mother Nature
- Look at Wildlife Picture books by text characters
- LM 3-2: Alphabetically organise
o Look for provincial/territory flower
o ID 1 type of edible wildlife
wildlife
Reading Selection (Focus Questions) - Research Flowers of Canada
– What Aboriginal group shared hunting and fishing tips with the Acadians? - LM 3-3 on Discover Book Land & Sea
– What crops do farmers grow around Saskatoon? - Venn Diagram –Compare & Contrast
Respond natural resources of Saskatoon &
Thank-you notes to Mother Nature – name specific community natural resources & what Meteghan LMG-2
they like about them CH2
LM 3-2 alphabetically order wildlife names then sort them into regional categories - Assignment: Make a colour
- Pg. 14 – people w/ natural resource jobs – Ss what (how/why) questions would they ask?
advertisement for a company in the
Extensions
Flowers of Canada
reading selection
Discover Book Land & Sea LM 3-3 o (name, description, illustrations,
Venn Diagram –Compare & Contrast natural resources of Saskatoon & Meteghan LMG-2 reference to natural resources
Chapter 2: Making Goods used)
Goods in Iqaluit/Meteghan/ Saskatoon (4 periods) - Assessment Master: LM 3-4
- Ch. On what can be made from natural resources o Recall resources related to each
- Brainstrom: what are some companies in your community? community & match w/ appropriate
Reading Selection goods.
- Discuss goods from each community & compare
- Track from Wheat to Bread
o Questions:
– What job is related to this good (e.g., carver, fisher, farmer)?
o research how bread’s made from
– What other goods might be made from this natural resource? wheat
o Find the following facts: ( Option: research the process how any
– Which community gets goods from Montreal? finished product is created from raw
– Which community has a big flour mill? materials)
Response Ad Assignment & LM 3-4 - LM 3-6 list the bad things that are
Extensions happening
Track from Wheat to Bread – research how bread’s made from wheat to each community’s environment and
Word Search: generate list of wood based items LM 3-5
the good changes that people are
Taking Care of Our Environment ( 3 periods)
Reading Selection
making.
- Discuss concerns each community has for environment - LM 3-7: Good News/ Bad New Report
- ID positive actions occuring - Assessment Masters: 2-9 & 3-3
- Have Ss ID resourves in own communities & impact of use on o AM 3-4 / selected activities on
- Think of 2 questions Ss would like to ask characters to learn more about communities’ pg.30
troubles – Group Discussion: solutions to solve problem CH3
Response LM 3-6 & LM 3-7 / AM 2-9 & 3-3 - Venn Diagram: Compare job in
Extensions community w/ jobes in 1 of the text’s
Learn about Recyclables communities
Create posters for energy & environmental calender - Interview Questions: select service job
Chapter 3: Jobs Helping People in a community & write 5 interview
Helping People in Iqaluit/Meteghan/Saskatoon (3 periods)
questions to learn more about person &
- Ss Survey: what jobs do adults hold (making Goods & Service Jobs)
job LM 3-8
- What do you want to be when you grown up? – discuss which category they fall into
- Text Photo Walk – use info & ideas to pedic service jobs that are the same & different in o Assessment Master 3-5
the 3 communities Write a Job description: write want ads
Reading Selection for service jobs w/ specific information
- Class mind map of service jobs in each communiyty LM 3-9 1Group/community – find 3
- Choose one job in each community & expalin to partner why it’s appealing things thourists could do there
- Venn Diagram: Compare job in community w/ jobes in 1 of the text’s communities o Combine students from seperate
- Collage of Service Jobs: look through magazines & internet for pictures community groups – share tourists
Focus Questions
activities
– Iqaluit is the capital of what territory?
Create a web showing specific service
– How many schools are in Meteghan?
– Which two communities have a university? jobs for each service type – in order to
– Which city has the MidTown Plaza? do/see things they want in one of the
Response communities for 1 week.
- Interview Questions: select service job in a community & write 5 interview questions to E-Postcard: choose 1 community &
learn more about person & job email a postcard – pretend to be tourist
Extensions & write about things seen/done
Career Day: Invite parents to talk about jobs to class Be a Tour Guide: Imagine self as tour
Write a Job description: write want ads for service jobs w/ specific information
guide for own community – where
Visit Ben’s Neighbourhood
would they take tourists & name 3
Tourism (3 Periods)
Ask about Terms: tourist & tourism interesting places tourists would like &
Reading Selection why.
-discuss service jobs of people in tourism. How do they help tourists
-Survey class for similar tourists experiences as those in texts
Discuss Questions:
– Why is it good for a community to have tourists come to visit?
– How do tourists benefit from visiting another community?
– What kinds of things might you learn if you visited another community?
Find job specific to each community
- What are some services tourists need but not residents
Respond
LM 3-9 1 Group/community – find 3 things thourists could do there
- Combine students from seperate community groups – share tourists activities
Won trip brainstrom services they might use to do & see things – create a web showing
specific service jobs for each service type
Extensions
E-Postcard: choose 1 community & email a postcard – pretend to be tourist & write about
things seen/done
Be a Tour Guide: Imagine self as tour guide for own community – where would they take
tourists & name 3 interesting places tourists would like & why.
 Grade: 2 Subject: Social Studies Topic 2.1: Canada’s Dynamic Communities/ 2.2 A Community in the Past
Unit 4 – Looking At You/How My Community Started

Weeks Cluster Outcomes Indicators of Student Teaching & Learning Activities Assessment Tasks
(Day) (From POS) Learning (N= Nelson; P=Pearson) (How will they show Resources
9 (How will I recognize what what they know?)
students have learned?)
2.2 A COMMUNITY IN THE PAST Students will be able to... Intro (Starting Up) Formative Assessment ●Student Textbooks
Specific Outcomes Values and Attitudes Students will: Explain how communities Mini Textbook Class activities (Our World,
2.2.1 Appreciate how stories of the past connect came to be Read question & introductory paragraph (pg.6) Class discussions Nelson)
KWL Chart – use Try This Activity (guide) ●Many Voices Grade
individuals and communities to the present (C, I, TCC) Understand how Line Masters
“Whay is it important to plan before beginning research?” 2 (Pearson)
2.2.2 appreciate how Aboriginal and Francophone communities change Observations
Set up Reserch Centre Teacher’s Guide
peoples have influenced the development of the Tell the difference between Community Connections/Responsible Citizens Interviews ●Big Books
student’s community (C, CC, I) fact & fiction about Canadian Look at Photo Cards – Group with relate poster Quizzes ●Websites
2.2.3 appreciate the importance of collaboration and Communities Invite Ss to tell what they know/ think about photos / Discuss them – multiculturalism/responsibility (2learn.ca)
living in harmony (C, PADM) Arrange facts & ideas in Take Survey & Make Graph with Citizenship questions TR-p.121\ ●Online videos
2.2.4 appreciate how connections to a community order Venn Diagram: Learn about another culture & compare to own– LM G-2 Summative Assessment (TVO kids)
contribute to one’s identity (I) Use a simple map to find Community Connections/ Responsible Citizens Historical event/location ●Apps
2.2.5 appreciate how cultural and linguistic exchanges communities in Canada Chapter 1: Long Ago research – S: AM4-2 T:
Read & Discuss: p.10-12;13-14
connect one community to another (CC) Give new ideas that help to AM 4-3
- SG answer questions
Knowledge & Understanding make decisions & solve Revesit the Selection
- complete Try This Acitivty p.10
2.2.6 analyze how their community emerged, by problems - Ss research 1 historical location/event in community – prepare mini-posters to share what they’ve (Think About it Activity
exploring and reflecting upon the following questions for learnt AM4-2 p.21) AM4-4
inquiry: Consider the needs of others - Class Research: School history & Try this activity p.15 – create timelines LM 4-3 Putting it Together:
o What characteristics define their community? (CC, I) Develop questions for - Diorama – showing what Medicine Hat looked like long ago/today Research person, place,
o What is unique about their community? (CC, I) understanding - Compare Past & Present – T-chart: showing how a Canadian community has changed over time (incld item & tradition AM 4-5
o What are the origins of their community? (TCC) Prepare & present past & present) LM4-6 Recipe for
o What were the reasons for the establishment of information in own words, Chapter 2: Changes! Changes! Community Cookbook
Photo walk: p.16 & 17
their community (e.g., original fur trade fort, original respecfully
Read & Dscuss: p. 18-21 discuss what character learned about community & his sources & approaches
inhabitants)? (CC, TCC) Identify key words from - think about how he presented/shared info gathered
o What individuals or groups contributed to the information gathered on Skill Power: p.23 - groups: sequence photos & answer questions
development of their community? (CC, TCC) topic - Answer focus questions
2.2.7 examine how their community has changed, by Know stories of past connect Try This activity p. 18
exploring and reflecting upon the following questions for to present Think About it activity p. 21
inquiry: Know how Aboriginal & Putting it Together: Research how Canadian community has changed over-time, look for reasons why
o In what ways has their community changed over Francophone peoples have changes happened
time (e.g., changes in transportation, land use)? influenced community Try this activity p. 23 Complete by - Find old & new pictures of community
Create and Act Out Scenarios: Writing/Drama/Problem Solving
(CC, TCC)
Class Brainstorm: Problem situations that could have occurred while community was developing (e.g.,
o What has caused changes in their community?
vehicles could not drive across the river, it was difficult to get supplies and mail, roads got too muddy
(CC, TCC) when it rained).
o How has the population of their community Small groups:write a script that explains a problem and shows how people co-operated to solve the
changed over time (e.g., ethnic mix, age, problem.
occupations)? (CC, LPP, TCC) Rehearse & present their plays.
o How have the people who live in the community Chapter 3: Remember the Past
contributed to change in the community? (CC, Read & Dscuss: p. 26-28 discuss what character learned about community & sources & approaches
LPP,TCC) - follow web, discuss organization
Skill Power (p.31) – Predict how Bonnyville will look like in the future
o How is the presence of Aboriginal and/or
- Focus Questions: answer & organize info into web
Francophone origins reflected in the community
- Try this activity p. 27
today? (CC) Putting it Together: Research person, place, item & tradition AM 4-5
Make Predictions:
- Choose aspect of the past and the present of one of the communities in Mini Textbook or their own.
- Based on the past and present, they make a prediction for what the future will be like, and draw the
scenarios on LM4-5
● write about their pictures
Follow a Recipe: Write letter asking for simple traditional family food recipe
- LM 4-6 Print recipe
- compile into community cookbook.
Weeks Cluster Outcomes Indicators of Student Learning Teaching & Learning Activities Assessment Tasks
(Day) (From POS) (How will I recognize what students have learned?) (N= Nelson; P=Pearson) (How will they show Resources
5 what they know?)
2.2 A COMMUNITY IN THE PAST Students will be able to... Lesson 20 How My Community Has Changed Formative Assessment ●Student Textbooks (Our World,
Specific Outcomes Values and Attitudes Students will: Explain how communities came to be - Explore concept of change Class activities Nelson)
2.2.1 Appreciate how stories of the past connect Understand how communities change - Explore changes in communities over time (long ago to now) Class discussions ●Many Voices Grade 2 (Pearson)
Teacher’s Guide
individuals and communities to the present (C, I, TCC) Tell the difference between fact & fiction ● Study visuals Line Masters
●Big Books
2.2.2 appreciate how Aboriginal and Francophone about Canadian Communities ● Visit museum/historic site Observations
●Websites (2learn.ca)
peoples have influenced the development of the Arrange facts & ideas in order ● Develop Class Museum: Examine cultural items (P-TRp.127) Interviews ●Online videos (TVO kids)
student’s community (C, CC, I) Use a simple map to find communities in ● Use inquiry process to research a change in community BLM Quizzes ●Apps
2.2.3 appreciate the importance of collaboration and Canada 33 – KWL Chart Summative Assessment
living in harmony (C, PADM) Give new ideas that help to make ● Visit seniors Unit 5 Checklist: Assessment
2.2.4 appreciate how connections to a community decisions & solve problems Lesson 21 Why Has My Community Changed? for Learning A-BLM14
contribute to one’s identity (I) - Explore reasons for change in communities Research a Chance – Rubric
Knowledge and Understanding Consider the needs of others ● Interview about change & other findings – own community A-BLM 13
2.2.6.3-2.2.6.5 Identify community origins & reasons Develop questions for understanding ● Design & Present a monument ● Student Self
2.2.7.1 Identify a community change Prepare & present information in own ● Illustrate a change Assessment A-BLM 14
2.2.7.2 Identify reasons for changes in community words, respecfully Lesson 22 The People in My Community Heritage Brick – BLM 32
2.2.7.3 Explore how the population has changed over Identify key words from information - Explore changes in population in a community Helping Hands – BLM 37
time gathered on topic - Explore influnence of Aboriginal & Francophone peoples Heritage Wall Tour – A-
2.2.7.4 Explore how people have contributed to Know stories of past connect to present - Explore importance of co-operation BLM15
change in the community Know how Aboriginal & Francophone Stories: BLM 35 & 36 Who we Are – BLM 39
2.2.7.5 Explore how Aboriginal & Francophone origins peoples have influenced community ● Make a graph
are reflected today. ● Make concept web
● Create symbolic web
● Design a plaque BLM 34
● Build Heritage “Brick” (c.f. BLM 32)
Lesson 23 People Who Change a Community
- Explore how people contibute to change in a community
● Find information on helpers in community
● KWL chart (complete) BLM 33
● Write letter – What does your community need help with?
● Describe Community Volunteers
● Build Heritage Wall
Lesson 24 Being Part of a Community
- Explore selves as part of a community BLM 39
● Describe self & contributions
● Put together wall (End-unit assessment) BLM 38 Tour (A-
BLM15)
● Create award
● Make connection to other community

Grade: 2 Subject: Social Studies Topic 2.1: Canada’s Dynamic Communities / 2.2 A Community in the Past
Unit 5 – How My Community Changed (Nelson)