Discovering Communities Grades 2/3 Contents of kit to be returned: 1. 2. 3. 4. 5. 6.

Discovering Communities Parent Guide Town Mouse, Country Mouse British Columbia Life in a City Learn about Rural Life or Canada at Work - two (2) books that cover two of the following topics: Forestry, Mining, Farming or Fishing

Seven (7) items to be returned in all.

Materials Required: Extra resources on B.C. Internet access

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Discovering Communities Grades 2/3 Dear Parents, This Unit Study covers all of the learning outcomes for grades two and three in the areas of Skills and Processes; Identity, Culture and Society; Governance and Economy and Technology. Lessons consist of reading the book Discovering Communities and doing the activities suggested. We have included one book on Life in a City and two books on various resources: Forestry, Mining, Farming or Fishing. There is also a list of questions for each learning outcome which will help you cover each area. You do not have to do all of the activities or questions. Choose those that suit your childs level. Many helpful resources can be printed from the website below. Please contact your teacher for a username & password.

Enchanted Learning Web address: http://members.EnchantedLearning.com Here are some examples of what you can print from the website:
Community Helpers A Printable Activity Book A short, printable book about community helpers. This activity book has the students connect-the-dots, color by number, solve a maze, fill in the missing letters, matching, finish the drawing, unscramble the words, do a wordsearch, and solve a word path puzzle. How Much Fire Gear? Printable Activity Book A short, printable book about the numbers from 1 to 10 for early readers. The book has pages for the student to cut out, objects to color, and a short phrase to copy. The pages ask, How many firefighters, fire trucks, helmets, hoses, coats, gloves, hydrants, boots, axes, and dogs.

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Draw Four Occupations Draw four occupations. Below each one, write a word describing it. Face: Follow the Instructions Draw and color the face according to simple directions, such as, "Color the face the same color as your skin." Job Word Pieces Puzzle In this puzzle, combine pairs of word segments to make job-related spelling words. Words: electrician, engineer, firefighter, dentist, doctor, lawyer, librarian, nurse, plumber, programmer, scientist, teacher Put 10 Firefighting Words in Alphabetical Order - Worksheet Put 10 firefighting words in alphabetical order. Essay Topic: What I Want To Do When I Grow Up Write a page on what you want to do when you grow up. What career do you want and what do you want to accomplish? People and Occupation Abbreviations Write the abbreviations for people, occupations, titles, and rank.. Occupations Collage Craft for Labor Day Vehicles Coloring Pages to Print

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Here are some options to use to record your childs learning and to submit for portfolios. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search!
Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library

http://www.dinah.com/

About Lapbooks and Lapbooking Lapbooking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded flaps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated.
About Notebooks and Notebooking

The big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a file folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be flat and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed flowers, real dried leaves, photographs your family took, et cetera. Notebooking can cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Egypt or Pyramids. Sites for lapbooks & notebooking:

Homeschoolshare has many free resources! http://www.homeschoolshare.com/lapbooking_resources.php

www.knowledgeboxcentral.com Lapbooking 101

http://lapbooking.wordpress.com/ Lapbook lessons Flapbooks

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http://www.lapbooklessons.com/ http://www.unitstudies.com/books/index.aspx

Discovering Communities
Grades 2/3

Lesson 1: What is a Community?

Do page 3 activities
*collect and record information from a variety of sources and experiences Collect information to show what you like about your home town, British Columbia, or Canada and create a presentation (for presentation ideas, see number seven below). Local Tourism Information Centres are a good place to research what your town has to offer.

*explain their roles, rights, and responsibilities within the community What role do you play in helping make your town a nice place to live? What are you allowed to do and not do in your town? How would God like to see us treat the people around us? Describe the example God would like to see you set for others to witness. What jobs do you have at home? What are you allowed to do or not do at home? Why? If you could add one more member to your family, what would you call this person and what jobs would they be responsible for (e.g., name: not me job: dishes, room tidier, dog walker, picker upper, foot massager for parents, etc.). *identify an issue and provide several reasons to support a position Identify an issue for your community (pine beetle, ooding, global warming, price of gas, local concern, etc) and explain why it is a concern to you, your family, or the people in your town. If possible, try to show the different sides of the issue (e.g., gas prices the people buying the gas and the companies that set the price). For presentation ideas, see number seven below. *identify and implement strategies to address class problems or projects 8/1/2013 Revised

Identify something in your home that needs solving (burnt out light bulb, need for a compost, recycling plan, chores not getting done, disagreement with sister or brother, etc.) and plan a way to solve it (identify issue, brainstorm ideas for solving it, create a way to monitor it e.g., chart or check-up, and carry out your plan). *organize information into sequenced presentations that include a beginning, middle, and end Using any of the topics above put together a presentation and present it. Suggestions for presentations: debate, written report, picture journal, posters, three dimensional diorama, power point, typed, oral report, play.

Lesson 2: Visiting an Urban Community

Choose an activity from page 5 Read the book included: Life in a City

*describe how technology affects individuals and communities How would you dene the word technology? Compare your answer to a dictionary denition for it. How is your denition the same or different from the dictionary? What types of technology do you use? Compare technologies used in the past to the present (e.g., of areas to compare: transportation, communication, farming, houses, recreation, entertainment, etc.). List, as many machines as you can think of. Choose ve of them and explain how they help you, your family, and people in your town. Start a scrapbook to keep track of the different types of machines you see and how they are useful. Go for a tour of your town and identify all the different ways you see technology being used (things to look for: how lights are used, different machines helping people, different tools people are using, different buildings and structures).

Keep track of what you see on a chart like this:

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Type of technology: tool, machine, knowledge

What it is: hammer, crane, engineering needed to build a bridge

How it helps people: to hit nails, to lift heavy things, to get across a river

Lesson 3: Visiting a Rural Community

Do page 7 Activities. Venn Diagrams can be found on the Enchanted Learning website.

Lesson 4: Services

Do page 9 Activities

*describe functions of local governments What does your local government do for you and your family? How is a town able to do these things? What are some of the jobs done by the people who work for the city? Take a trip to your City Hall and nd out the different levels of government in your town and draw a chart that breaks down the different levels that exist in your town.

Lesson 5: Maps and How to Use them

Do page 11 Activities

*create and interpret simple maps using cardinal directions, symbols, and simple keys a. Draw a map of where your house is in your neighborhood and town. Include landmarks like bridges, rivers, churches, recycling depots, down town, airport, hospital, stores you go to, parks you play at, etc. b. Hide an object somewhere in your house and draw a map to lead someone to it. Use your map yourself rst to make sure it is correct and then let someone else try it.

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For a and b add a legend to identify parts of your map (should include the cardinal directions and symbols used to represent things like roads, hospital, airport, stairs, doors, and obstacles).

Lesson 6: How we Use our land

Do page 13 Activities

Lesson 7: Buying and Selling

Do page 17 Activities
*demonstrate understanding of the use and value of money as a means of exchange What do you use money for? What are some other things money can be used for? Do you save money? If yes, what are some things you save it for? List some examples of good uses of money and poor uses of money. How would God like us to manage the money we are blessed with? *describe ways members of a community meet one anothers needs How do people in your town help each other? What types of jobs or services do your parents get other people to do that they cant do themselves (haircuts, work on the car, furnace tune up, groceries, medicine, doctor, internet, etc.) If people didnt work for money and traded to get things, create a chart to show how you would get food, shelter, water, clothing, toys, etc. You will have to think of something you can do that someone else cant. You could also do this within your home. Think of something you want or need from someone else in your house and gure out what you could offer them in exchange for it. Draw a picture or write about it to explain what you would do.

Lesson 8: Transportation
Do page 19 Activities

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Lesson 9: A Changing Community Do page 21 Activities

*identify changes in the school and community throughout the year Think about a change that has taken place in your home? Did it affect you? If yes, how did it affect you? Think about a change that has taken place in your town? Did it affect you? If yes, how did it affect you? How does the weather affect things that happen in your home or town in each season? Predict what would happen if the opposite weather occurred one day (ex. +30 degree weather in the middle of winter when it is usually -20 degrees).

Lesson 10: Cultural Communities

Do page 25 Activities
*demonstrate awareness of British Columbias and Canadas diverse heritage Why are both French and English represented as official languages in Canada? What nationalities were involved in the making of Canada? Before your relatives came to Canada, where did they live? Why did they come to Canada? What kind of cultural customs does your family do based on where your relatives came from (e.g., types of food or clothing, different language, celebrations, etc)? How many different cultural groups in Canada can you list? Select one and research information on the language, food, clothing, celebrations, and culture. Create a poster to represent what you learned or create the actual items and present them. *describe the historical development of various BC communities Pick a town in British Columbia to compare to your own. Create a time line for each town and show when it started and why, important dates throughout each towns history, population growth or decline, when different resources started or ended in each town, etc.

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Draw a picture journal to outline the history of your town. Pick several important events in your towns history, draw a picture for each one, and put them together in a book.

Lesson 11: Forestry and Mining

Read the books included on Forestry or Mining. Focus on BCs Forestry and Mining using other books and the Internet. Apply the Activities on page 29 to communities in BC.
*describe the development of various BC communities in relation to their location and availability of resources Is there a resource (trees, water, tourists, coal, copper, animals) in your town, or a town close to you, used to provide jobs, a service, or product? Identify the resource and what it provides. What would happen if this resource was used up? Pick a town in British Columbia that started because of a local resource. If a resource is needed, how does this affect the town? If it isnt needed, what happens to the town? If the resource runs out, how can a town save itself from having people move away?

Lesson 12: Farming and Fishing

Read the books included on Fishing or Farming. Focus on BC using other books and the internet. Do page 33 Activities

Lesson 13: Cities in Ontario

You can do this lesson as is, or focus on cities in BC.

Do page 37 Activities

Lesson 14: Greater Toronto Area

You can do this lesson as is, or focus on the Greater Vancouver Regional District.

Choose an activity on page 41

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Lesson 15: Moving to Halifax

Do page 43 Activities

Lesson 16: Provinces and Territories

Do page 45 Activities

Lesson 17: Environment: Land

Do page 47Activities

Lesson 18: Environment: Air

Do page 49 Activities

Lesson 19: Environment: Water

Do page 52 Activities

Lesson 20: In our Own Back yard

Do page 54 Activities
*demonstrate understanding of their responsibility to local and global environments How can you help take care of your home, town, country, and/or world? Create a chart to show how each of these are related (1. Recycle at home, makes less garbage for the town, recycling creates jobs in the province and country, less pollution for the world 2. Educated at home, go to University in your town, become a doctor helping in Canada, do missionary work in other countries).

Lesson 21: Comparing our Communities

Do page 60 Activities
* describe ways in which communities are interdependent In what ways does your town rely on other towns?

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Does your town make anything that it sends to other towns? Does your town ship in things that are not made in your town? Why would towns trade goods or services like this? Take a trip to the grocery store and make a list of things that are made or come from your town and things that are shipped in from somewhere else. Try and nd out where the things shipped in come from. *identify contributions of various occupations to BC communities Make a list of jobs in your town and explain why they are important to the people living in your town. What are some jobs in your town that you could nd in other towns in British Columbia? Are there any jobs that are only found in your town?

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Grade 2/3 - Communities

Students will learn about how community members work together to meet one anothers needs and will discuss how various occupations contribute to the community. They will learn about the historical development of various BC communities; looking in particular at how the availability of local resources influenced development and how communities are interdependent Portfolio Submissions In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year. If an oral report has been completed please submit a recording. A

A written or oral report that shows the student has organized information into a beginning, middle, and end. A written, oral, or pictorial sample that shows the students understanding of one or more of the above topics. Answers to comprehension questions included in this guide. A list of books, audio-visual materials, or multi-media that the student has learned from. A field trip log. Map work (showing the creation of a map with a simple key and symbols, or showing that the child can locate and identify the provinces and territories in Canada, or showing that the child can locate BC within Canada, North America, and the World)

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