Unit Plan – Grade 3 Locomotions
Category: Lesson Plans
Grade 4- Identity
Grade 2- Developing Problem Solving Strategies
Grade 1/2- Beginning, Middle and End of a Story.
Grade 1/2 -Setting, Character, Problem and Solution of a Story.
Grade 5- Climate Change
| Grade: Grade 2 Subject: Science – Animal Extinction |
| Content: This Science activity shows how endangered animals affect the food web. To start the class, I would explain endangered animals and extinct animals through a short class discussion. Then I would play a quick video Next each student would get a copy of the above handout. They will start by choosing one animal and placing an X over it. The students will then fill out a couple of the questions about the animal they choose. Next they will draw a picture of the animal they choose. Lastly, they will use resources to answer the “If your animal where to go extinct what would the effects be?” They will have a choice to use library books or laptop/tablets as there resource. |
| Outcomes and Indicators: AN2.1: Analyze the growth and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles. Indicators for this outcome (B) (AN2.1)Use a variety of resources (e.g., Elder, naturalist, zookeeper, park warden, pet store, books, pictures, and videos) to find information about the life cycles of living things. (D) (AN2.1)Recognize the cyclic nature of Mother Earth expressed by the Medicine Wheel, including life cycles and seasonal behaviours of animals. (E) (AN2.1)Compare the length and stages of life cycles of familiar animals. (F) (AN2.1)Describe the characteristics common to each stage (e.g., birth, youth, adulthood, and old age) of the life cycle of familiar animals (e.g., dog, cat, beaver, frog, fish, bird, ant, wasp, and chicken). |
| Prerequisite Learning: Reading Skills (may need assistance)àPrinting and spelling skills (may need assistance)à Knowledge and understanding of extinct and endangered animalsà Basic drawing/coloring skills |
| Lesson Preparation: Equipment/Materials: -Task worksheet -YouTube video set up and ready to play -Pencil & Eraser – Coloring tools (crayons, markers, pencil crayons) -Informational animal books – Tablets or laptops Advanced Preparation: – Print of task worksheets -Prepare YouTube video – Prepare the lesson/ discussion on endangered and extinct species -Book laptops/ tablets |
| Presentation: Set: (20 mins): Introduce the topic & encourage discussion Briefly explain endangered and extinct animalsWatch YouTube video on endangered animalsOpen the floor to discussionAsk the kids if they know any endangered or extinct animalsDiscuss how and why animals become endangersTalk about what we can do to help the endangered animalsOpen the floor to questions Development: (30 mins): Time to fill in task worksheet Choose one animal from web diagram and X it Fill in all 3 questions about the X animalRead and interact with resources to do necessary research for questionsDraw and color the animal’s picture Closure: (10 mins): Time for class reflectShare with other students Reflect on “If your animal where to go extinct what would the effects be?” question |
Grade 3 – Living off the Land Lesson- English language Arts and Indigenous
Below I have attached a link to a document that shares 5 cross curriclar lessons plans that all relate to the major theme of living off the land and understanding indigenous perspectives. These lessons where created by fellow classmates, Christine Tholl, Elsie Kish, Karlee Andres, Paige Hubbard and myself. Please feel free to use them!
Cross-Curricular, Integrated Curricular Planning: Responsive to Aboriginal Perspectives
Grade 5- Climate Change Lesson- Science and English Language Arts
Content
This “action and sound charade” drama lesson plan is a fun way to get students active and moving in the classroom. The teacher would start with a quick informational video about a variety of farm animals and the sounds they make. Then the students would be spilt into two groups. Each group would get a list of characters to play, after each kid has chosen one character, they would have some time to practice. After the practice one group will perform and the other will guess what animals based on the acting and sounds. Then the groups will reverse roles. To finish the activity the class would have a discussion about the activity and what they learned. This activity uses many different elements of drama including characters, settings, dialogue and theme. This drama activity would be super fun for all age levels and very easy to adapt.
Outcomes and Indicators:
CP2.3 Adopt roles and collaborate with others in
role within dramatic contexts, using community as inspiration (e.g., contexts inspired by local stories and songs, photographs of local people and places, or events from real or fictional communities).
Indicators for This Outcome
(A) (CP2.3): Demonstrate a willingness to enter into the fiction provided by the drama.
(C) (CP2.3): Collaborate with others and recognize the need to work together within dramatic contexts.
(D) (CP2.3): Listen to and respect the contributions of others.
(E) (CP2.3): Use imagination to explore various possibilities in dramatic contexts.
(H) (CP2.3): Use observations of own community as inspiration when working in and out of role (e.g., local rodeo event or farmers’ conversation on coffee row).
Prerequisite Learning
- Reading skills (may still require some help)
- Knowledge on sounds and movements of farm animals
- Skills with communicating among peers
Lesson Preparation
Equipment/Materials
- Smart Board (video)
- List of Animal Names
Advanced Preparation
- Set up video for start of class
- Create list of animals for students to choose from
- Print of 2 copies of animal lists
Presentation
Set: (25 min) Play the educational video for the children then follow up with short discussion and answer any questions. Then explain the charades activity and split class into two groups.
- Ask what sounds different animals make.
- Ask about the different movements of each animal
- Discuss any questions about the activity
Development: (30 min): In this time the children will practice and perform.
- Children practice movement and animal sounds.
- Allow other group members to help generate movement or sound ideas.
- Groups take turns performing actors and audience/ guessers
Closure: (5 min): This is time for reflection on knowledge and activity feedback
- Students are given opportunity to share something they learned
- Students are encouraged to give positive performance feedback to peers
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