Unit​ ​Plans

Science,​ ​Social,​ ​Math,​ ​and​ ​Computers

Kaylyn​ ​Cudrak
PSIII:​ ​Spring​ ​2018
 Science​ ​Unit​ ​Plan
Grade(s):​ ​2 Unit​ ​Focus:​ ​Magnetism Unit​ ​Dates:​ ​January​ ​8th-​ ​February​ ​28th Teacher:​ ​Kaylyn​ ​Cudrak
Overview:
In​ ​this​ ​unit,​ ​students​ ​will​ ​“explore​ ​the​ ​interaction​ ​of​ ​magnets​ ​with​ ​a​ ​variety​ ​of​ ​materials​ ​found​ ​within​ ​their​ ​own​ ​environment”​ ​(PoS,​ ​pg.​ ​9).​ ​Students​ ​will​ ​test​ ​magnets
of​ ​different​ ​strengths,​ ​compare​ ​different​ ​magnets,​ ​ ​recognize​ ​that​ ​magnets​ ​have​ ​polarity,​ ​and​ ​create​ ​their​ ​own​ ​device​ ​that​ ​uses​ ​a​ ​magnet.
Rationale:
One​ ​of​ ​the​ ​General​ ​Learner​ ​Expectations​ ​laid​ ​out​ ​in​ ​the​ ​Program​ ​of​ ​Studies​ ​for​ ​Grade​ ​2​ ​Science​ ​is​ ​that​ ​students​ ​will​ ​“demonstrate​ ​positive​ ​attitudes​ ​for​ ​the​ ​study​ ​of
science​ ​and​ ​for​ ​the​ ​application​ ​of​ ​science​ ​in​ ​responsible​ ​ways”.​ ​The​ ​activities​ ​in​ ​this​ ​unit​ ​familiarize​ ​students​ ​with​ ​principles​ ​of​ ​the​ ​scientific​ ​method​ ​while​ ​also
encouraging​ ​the​ ​development​ ​of​ ​curiosity​ ​and​ ​inventiveness.
Objectives​ ​/​ ​Learner​ ​Outcomes:

General​ ​Learner​ ​Expectations

Students​ ​will:​ ​2–8​ ​Describe​ ​the​ ​interaction​ ​of​ ​magnets​ ​with​ ​other​ ​magnets​ ​and​ ​with​ ​common​ ​materials.
Specific​ ​Learner​ ​Expectations
Students​ ​will:
1.​ ​Identify​ ​where​ ​magnets​ ​are​ ​used​ ​in​ ​the​ ​environment​ ​and​ ​why​ ​they​ ​are​ ​used.
2.​ ​Distinguish​ ​materials​ ​that​ ​are​ ​attracted​ ​by​ ​a​ ​magnet​ ​from​ ​those​ ​that​ ​are​ ​not.
3.​ ​Recognize​ ​that​ ​magnets​ ​attract​ ​materials​ ​with​ ​iron​ ​or​ ​steel​ ​in​ ​them;​ ​and​ ​given​ ​a​ ​variety​ ​of
metallic​ ​and​ ​nonmetallic​ ​objects,​ ​predict​ ​those​ ​that​ ​will​ ​be​ ​attracted​ ​by​ ​a​ ​magnet.
4.​ ​Recognize​ ​that​ ​magnets​ ​have​ ​polarity,​ ​demonstrate​ ​that​ ​poles​ ​may​ ​either​ ​repel​ ​or​ ​attract​ ​each​ ​other,​ ​and​ ​state​ ​a​ ​rule​ ​for​ ​when​ ​poles​ ​will​ ​repel​ ​or​ ​attract​ ​each​ ​other.
5.​ ​Design​ ​and​ ​produce​ ​a​ ​device​ ​that​ ​uses​ ​a​ ​magnet.
6.​ ​Demonstrate​ ​that​ ​most​ ​materials​ ​are​ ​transparent​ ​to​ ​the​ ​effects​ ​of​ ​a​ ​magnet.​ ​A​ ​magnetic​ ​field​ ​will​ ​pass​ ​through​ ​such​ ​materials,​ ​whereas​ ​other​ ​materials​ ​interact​ ​with​ ​a​ ​magnet.
7.​ ​Compare​ ​and​ ​measure​ ​the​ ​strength​ ​of​ ​magnets.

Key​ ​Teaching​ ​and​ ​Learning​ ​Activities:

Use​ ​magnets​ ​to​ ​go​ ​“fishing”​ ​for​ ​objects
Compare​ ​the​ ​strength​ ​of​ ​different​ ​magnets​ ​using​ ​paperclips
Demonstrate​ ​that​ ​items​ ​can​ ​be​ ​“transparent”​ ​to​ ​the​ ​effects​ ​of​ ​a​ ​magnet
Create​ ​a​ ​magnetic​ ​boat​ ​and​ ​compass
Magnet​ ​centres​ ​review​ ​day

Resources: Planning​ ​for​ ​Diversity: Assessment​ ​and​ ​Evaluation:

Edmonton​ ​Public​ ​Schools​ ​Magnetism​ ​Resource Frequent​ ​demonstrations​ ​will​ ​be​ ​given​ ​(during​ ​which​ ​a​ ​BAHA Centers/Group​ ​Work:​ ​15%
Various​ ​magnets​ ​and​ ​craft​ ​supplies hearing​ ​enhancement​ ​system​ ​will​ ​be​ ​in​ ​use),​ ​words​ ​as​ ​well Lab​ ​Assignments:​ ​45%
as​ ​images​ ​will​ ​be​ ​used​ ​to​ ​record​ ​experiment​ ​results,​ ​and Test:​ ​30%
activities​ ​will​ ​be​ ​completed​ ​both​ ​individually​ ​and​ ​in​ ​groups. Attendance​ ​&​ ​Participation:​ ​10%

Day Outcomes
“This​ ​activity​ ​enables​ ​the
Mon
students​ ​to​ ​explore​ ​magnets
Jan
in​ ​a​ ​play​ ​setting”​ ​-
8th
Edmonton​ ​Public​ ​Schools
SLE​ ​1:​ ​Identify​ ​where
Wed
magnets​ ​are​ ​used​ ​in​ ​their
Jan
environment​ ​and​ ​why​ ​they
10th
are​ ​used.
SLE​ ​2:​ ​Distinguish​ ​materials
that​ ​are​ ​attracted​ ​by​ ​a
magnet​ ​from​ ​those​ ​that​ ​are
not.
Mon SLE​ ​3:​ ​Recognize​ ​that
Jan magnets​ ​attract​ ​materials
15th with​ ​iron​ ​(or​ ​steel)​ ​in​ ​them;
and​ ​given​ ​a​ ​variety​ ​of
metallic​ ​and​ ​non-metallic
objects,​ ​predict​ ​those​ ​that
will​ ​be​ ​attracted​ ​by​ ​a
magnet.
Planning Assessment/Evaluation
Teaching​ ​and​ ​Learning​ ​Activities Resources
​ ​for​ ​Diversity (Formative​ ​&​ ​Summative)
Participation​ ​(SLE:​ ​ask
questions​ ​that​ ​lead​ ​to
Students​ ​will​ ​“explore”​ ​magnets​ ​by​ ​experimenting Think,​ ​Pair,​ ​Share​ ​(to
exploration​ ​and
with​ ​various​ ​magnets​ ​in​ ​materials​ ​in​ ​the​ ​first​ ​30 EPS​ ​Line​ ​Master encourage
investigation,​ ​identify​ ​one
minute​ ​block.​ ​In​ ​the​ ​second,​ ​we​ ​will​ ​share​ ​some #1,​ ​Magnets responses​ ​from​ ​ALL
or​ ​more​ ​possible​ ​answers
things​ ​we​ ​noticed​ ​about​ ​magnets. students)
to​ ​questions​ ​asked​ ​by
themselves​ ​or​ ​others)
The​ ​amount​ ​of
Participation​ ​(SLE:​ ​ ​identify
How​ ​do​ ​you​ ​know​ ​if​ ​something​ ​is​ ​a​ ​magnet?​ ​How magnetic​ ​objects
one​ ​or​ ​more​ ​possible
do​ ​you​ ​know​ ​if​ ​something​ ​is​ ​magnetic?​ ​What​ ​kinds students​ ​will​ ​be
EPS​ ​Line​ ​Masters answers​ ​to​ ​questions​ ​asked
of​ ​things​ ​are​ ​magnetic​ ​and​ ​why?​ ​Find​ ​and​ ​record asked​ ​to​ ​identify​ ​at
#2​ ​and​ ​#3 by​ ​themselves​ ​or​ ​others)
different​ ​magnetic​ ​objects​ ​in​ ​the​ ​classroom​ ​and​ ​in home​ ​will​ ​be​ ​less
your​ ​own​ ​home​ ​after​ ​school. than​ ​in​ ​the
Lab​ ​Assignment
classroom
I​ ​will​ ​demonstrate Participation​ ​(SLE:​ ​carry​ ​our
how​ ​to​ ​make​ ​the simple​ ​procedures
fishing​ ​pole identified​ ​by​ ​others)
EPS​ ​Line​ ​Master
alongside​ ​the
Fishing​ ​with​ ​magnets!​ ​Students​ ​will​ ​work​ ​in​ ​groups #4,​ ​various
students.​ ​We​ ​will Lab​ ​Assignment
to​ ​construct​ ​“fishing​ ​poles”​ ​and​ ​use​ ​them​ ​to​ ​sort magnetic​ ​and
also​ ​review​ ​what
items​ ​into​ ​“magnetic”​ ​and​ ​“non-magnetic” non-magnetic
good​ ​group​ ​work Group​ ​Work​ ​(SLE:​ ​engage​ ​in
categories. objects,​ ​materials
looks​ ​like​ ​before all​ ​part​ ​of​ ​the​ ​task​ ​and
for​ ​“fishing​ ​rods”
beginning. allow​ ​others​ ​to​ ​make​ ​their
contributions)
BAHA​ ​system​ ​used
 SLE​ ​2:​ ​Distinguish​ ​materials
that​ ​are​ ​attracted​ ​by​ ​a
magnet​ ​from​ ​those​ ​that​ ​are
not.
SLE​ ​3:​ ​Recognize​ ​that
Wed
magnets​ ​attract​ ​materials
Jan
with​ ​iron​ ​(or​ ​steel)​ ​in​ ​them;
17th
and​ ​given​ ​a​ ​variety​ ​of
metallic​ ​and​ ​non-metallic
objects,​ ​predict​ ​those​ ​that
will​ ​be​ ​attracted​ ​by​ ​a
magnet.
Mon SLE​ ​7:​ ​Compare​ ​and
Jan measure​ ​the​ ​strength​ ​of
22nd magnets
SLE​ ​4:​ ​Recognize​ ​that
magnets​ ​have​ ​polarity;
Wed
demonstrate​ ​that​ ​pole​ ​may
Jan
either​ ​repel​ ​or​ ​attract​ ​each
24th
other;​ ​state​ ​a​ ​rule​ ​for​ ​when
poles​ ​will​ ​repel​ ​or​ ​attract
each​ ​other.
Participation​ ​(SLE:​ ​attempt,
with​ ​guidance,​ ​a​ ​variety​ ​of
strategies​ ​to​ ​complete
EPS​ ​Line​ ​Master
We​ ​will​ ​brainstorm tasks)
In​ ​this​ ​lesson,​ ​students​ ​will​ ​repeat​ ​the​ ​“Let’s​ ​Go #5,​ ​various
ways​ ​to​ ​predict​ ​if​ ​an
Fishing”​ ​activity,​ ​but​ ​this​ ​time​ ​they​ ​will​ ​try​ ​to magnetic​ ​and
item​ ​is​ ​magnetic​ ​as Lab​ ​Assignment
predict​ ​which​ ​items​ ​are​ ​magnetic​ ​first​ ​by non-magnetic
a​ ​class​ ​before
describing​ ​what​ ​they​ ​are​ ​made​ ​of. objects,​ ​materials
beginning. Group​ ​Work​ ​(SLE:​ ​engage​ ​in
for​ ​“fishing​ ​rods”
all​ ​part​ ​of​ ​the​ ​task​ ​and
allow​ ​others​ ​to​ ​make​ ​their
contributions)
Participation​ ​(SLE:​ ​carry​ ​our
simple​ ​procedures
Students​ ​will​ ​have identified​ ​by​ ​others)
In​ ​the​ ​first​ ​30​ ​minute​ ​block,​ ​students​ ​will​ ​test
the​ ​option​ ​to
different​ ​types​ ​of​ ​magnets​ ​against​ ​each​ ​other​ ​to Magnets,
complete​ ​this Lab​ ​Assignment
see​ ​which​ ​can​ ​pick​ ​up​ ​the​ ​most​ ​paperclips.​ ​In​ ​the paperclips,​ ​EPS
assignment​ ​with​ ​a
second​ ​we​ ​will​ ​discuss​ ​why​ ​different​ ​magnets​ ​have Master​ ​#8
partner​ ​or​ ​by Group​ ​Work​ ​(SLE:​ ​engage​ ​in
different​ ​strengths.
themselves. all​ ​part​ ​of​ ​the​ ​task​ ​and
allow​ ​others​ ​to​ ​make​ ​their
contributions)
Class​ ​discussion​ ​on​ ​the​ ​nature​ ​of​ ​magnets​ ​in​ ​regard
to​ ​“polarity”.​ ​Teacher​ ​demonstration​ ​of​ ​the Magnets,​ ​EPS
BAHA​ ​system​ ​used Lab​ ​Assignment
principles​ ​of​ ​polarity.​ ​Students​ ​will​ ​record​ ​their Master​ ​#9
observations.

SLE​ ​6:​ ​Demonstrate​ ​that
most​ ​materials​ ​are
Mon transparent​ ​to​ ​the​ ​effects​ ​of
Jan a​ ​magnet.​ ​A​ ​magnetic​ ​field
29th will​ ​pass​ ​through​ ​such
materials,​ ​whereas​ ​other
materials​ ​interact​ ​with​ ​a
magnet.
SLE​ ​6:​ ​Demonstrate​ ​that
most​ ​materials​ ​are
transparent​ ​to​ ​the​ ​effects​ ​of
Wed
a​ ​magnet.​ ​A​ ​magnetic​ ​field
Jan
will​ ​pass​ ​through​ ​such
31st
materials,​ ​whereas​ ​other
materials​ ​interact​ ​with​ ​a
magnet.
Mon SLE​ ​5:​ ​Design​ ​and​ ​produce​ ​a
Feb device​ ​that​ ​uses​ ​a​ ​magnet
5th
Wed
SLE​ ​5:​ ​Design​ ​and​ ​produce​ ​a
Feb
device​ ​that​ ​uses​ ​a​ ​magnet
7th
There​ ​will​ ​be​ ​a​ ​lot​ ​of Participation​ ​(SLE:​ ​carry​ ​our
materials​ ​to​ ​test,​ ​so simple​ ​procedures
Does​ ​the​ ​magnetic​ ​force​ ​pass​ ​through​ ​all
Various​ ​test will​ ​test​ ​these​ ​as​ ​a identified​ ​by​ ​others)
materials?​ ​Students​ ​will​ ​test​ ​a​ ​variety​ ​of​ ​materials
materials,​ ​paper class.​ ​Students​ ​will Lab​ ​Assignment
(styrofoam,​ ​glass,​ ​plastic,​ ​and​ ​paper,​ ​etc.)​ ​to​ ​test
clips,​ ​magnets, take​ ​turns​ ​coming​ ​to Group​ ​Work​ ​(SLE:​ ​engage​ ​in
their​ ​transparency​ ​to​ ​magnetic​ ​fields​ ​after​ ​first
Line​ ​Master​ ​#10 the​ ​front​ ​to​ ​test​ ​the all​ ​part​ ​of​ ​the​ ​task​ ​and
predicting​ ​what​ ​they​ ​think​ ​will​ ​happen.
material.​ ​BAHA allow​ ​others​ ​to​ ​make​ ​their
sound​ ​system​ ​used contributions)
Participation​ ​(SLE:​ ​carry​ ​our
Paper​ ​Clip​ ​Hunt.​ ​In​ ​groups​ ​of​ ​two,​ ​students​ ​will
simple​ ​procedures
attempt​ ​to​ ​use​ ​magnets​ ​to​ ​get​ ​paperclips​ ​out​ ​of​ ​a The​ ​partners​ ​for​ ​this
Pop​ ​bottles, identified​ ​by​ ​others)
pop​ ​bottle​ ​filled​ ​with​ ​water-​ ​without​ ​getting​ ​their activity​ ​will​ ​be
paper​ ​clips, Group​ ​Work​ ​(SLE:​ ​engage​ ​in
fingers​ ​wet.​ ​Students​ ​will​ ​run​ ​the​ ​magnet​ ​alongside chosen​ ​at​ ​random
magnets all​ ​part​ ​of​ ​the​ ​task​ ​and
the​ ​outside​ ​of​ ​the​ ​bottle​ ​to​ ​try​ ​to​ ​drag​ ​the with​ ​popsicle​ ​sticks.
allow​ ​others​ ​to​ ​make​ ​their
paperclips​ ​to​ ​the​ ​top.
contributions)
I​ ​will​ ​create​ ​a​ ​Line
Master​ ​that​ ​has​ ​a
space​ ​for​ ​the​ ​boat
Meat​ ​trays​ ​(I’ll sketch,​ ​materials
Students​ ​will​ ​create​ ​a​ ​boat​ ​out​ ​of​ ​a​ ​styrofoam​ ​meat ask​ ​IGA), used,​ ​etc.​ ​We​ ​will
tray​ ​and​ ​paperclip.​ ​In​ ​this​ ​lesson,​ ​we​ ​will​ ​sketch​ ​out paperclips, review​ ​the​ ​steps​ ​to
Lab​ ​Assignment
a​ ​design​ ​for​ ​our​ ​boat​ ​and​ ​do​ ​most​ ​of​ ​the toothpicks, construct​ ​our​ ​boats
construction. paper,​ ​created altogether​ ​as​ ​a​ ​class
Line​ ​Master with​ ​photographs
on​ ​the​ ​projector​ ​(I
will​ ​take​ ​these
photos)
I​ ​will​ ​have​ ​multiple
water​ ​tubs​ ​so​ ​that
In​ ​this​ ​lesson​ ​we​ ​will​ ​finish​ ​our​ ​boats​ ​and​ ​try​ ​them students​ ​do​ ​not
out​ ​in​ ​the​ ​water!​ ​Boats​ ​will​ ​be​ ​steered​ ​using Boats,​ ​water have​ ​to​ ​try​ ​out​ ​their
Lab​ ​Assignment
magnets​ ​and​ ​magnetic​ ​forces.​ ​If​ ​time,​ ​we​ ​can​ ​try tubs,​ ​magnets boats​ ​in​ ​front​ ​of​ ​the
racing​ ​our​ ​boats. whole​ ​class,​ ​but​ ​in
small​ ​groups
instead.
 This​ ​lesson​ ​is​ ​incorporates​ ​SLE​ ​4​ ​again,​ ​since​ ​the
This​ ​activity​ ​will​ ​be
SLE​ ​4:​ ​Recognize​ ​that only​ ​experiment​ ​we​ ​did​ ​about​ ​polarity​ ​was​ ​teacher Meat​ ​trays,
Mon completed​ ​in
magnets​ ​have​ ​polarity focused.​ ​In​ ​this​ ​lesson,​ ​students​ ​will​ ​create​ ​a needles,​ ​small
Feb partners​ ​once​ ​again Lab​ ​Assignment
SLE​ ​5:​ ​Design​ ​and​ ​produce​ ​a compass.​ ​This​ ​will​ ​also​ ​demonstrate​ ​that water​ ​dishes,
12th (chosen​ ​through
device​ ​that​ ​uses​ ​a​ ​magnet non-magnetic​ ​objects​ ​can​ ​become​ ​magnetic magnets
popsicle​ ​sticks)
temporarily.

I​ ​will​ ​demonstrate Lab​ ​Assignment

my​ ​own​ ​compass
In​ ​the​ ​first​ ​30​ ​minute​ ​block​ ​we​ ​will​ ​test​ ​out​ ​our
first​ ​just​ ​in​ ​case​ ​the Participation​ ​(SLE:​ ​ask
compasses. Meat​ ​trays,
Wed students​ ​cannot​ ​get questions​ ​that​ ​lead​ ​to
SLE​ ​5:​ ​Design​ ​and​ ​produce​ ​a needles,​ ​small
Feb theirs​ ​to​ ​work​ ​100%. exploration​ ​and
device​ ​that​ ​uses​ ​a​ ​magnet In​ ​the​ ​second​ ​30​ ​minutes​ ​block,​ ​we​ ​will​ ​have​ ​a water​ ​dishes,
14th investigation,​ ​identify​ ​one
class​ ​discussion​ ​to​ ​review​ ​what​ ​we​ ​have​ ​learned magnets
BAHA​ ​hearing or​ ​more​ ​possible​ ​answers
about​ ​magnets​ ​so​ ​far.
enhancement to​ ​questions​ ​asked​ ​by
system themselves​ ​or​ ​others)

Magnet​ ​centres​ ​review​ ​day!​ ​There​ ​will​ ​be​ ​four At​ ​each​ ​centre,​ ​I​ ​will
centres​ ​that​ ​students​ ​will​ ​experience​ ​today.​ ​At leave​ ​written
each​ ​centre,​ ​students​ ​will​ ​use​ ​an​ ​activity​ ​from​ ​the instructions​ ​as​ ​well
Magnets,​ ​various
unit​ ​to​ ​review​ ​something​ ​we​ ​learned​ ​about as​ ​diagrams.​ ​Before
craft​ ​supplies,
Mon magnets.​ ​One​ ​centre​ ​will​ ​be​ ​the​ ​fishing​ ​activity​ ​(to going​ ​through​ ​the
paperclips, Participation
Feb Review: review​ ​SLE​ ​2​ ​and​ ​3).​ ​The​ ​second​ ​centre​ ​will​ ​be​ ​the centres,​ ​we​ ​will
instructions​ ​and Group​ ​Work
26th SLE​ ​1,​ ​2,​ ​3,​ ​4,​ ​6,​ ​7 paperclip​ ​activity​ ​(SLE​ ​7).​ ​The​ ​third​ ​will​ ​testing​ ​the review​ ​the​ ​purpose
diagrams​ ​for
transparency​ ​of​ ​different​ ​items​ ​to​ ​magnetic​ ​forces of​ ​this​ ​activity​ ​→​ ​to
each​ ​activity
(SLE​ ​6).​ ​The​ ​fourth​ ​station​ ​will​ ​feature​ ​various remember​ ​what
magnets​ ​of​ ​different​ ​strengths​ ​and​ ​be​ ​designed​ ​to each​ ​lesson​ ​taught
review​ ​SLE​ ​4. us​ ​about​ ​magnets

Wed For​ ​the​ ​test,​ ​two

Test:
Feb Science​ ​Magnet​ ​Test​ ​Day Test students​ ​will​ ​have Test
SLE​ ​1,​ ​2,​ ​3,​ ​4,​ ​6,​ ​7
28th use​ ​of​ ​a​ ​scribe.
 Social​ ​Unit​ ​Plan
Grade(s):​ ​2 Unit​ ​Focus:​ ​Journey​ ​to​ ​Iqaluit Unit​ ​Dates:​ ​January​ ​8th-​ ​February​ ​15th Teacher:​​ ​Kaylyn​ ​Cudrak

Overview:
In​ ​this​ ​unit,​ ​students​ ​will​ ​learn​ ​about​ ​the​ ​land​ ​and​ ​peoples​ ​of​ ​Canada’s​ ​North​ ​via​ ​a​ ​case​ ​study​ ​on​ ​Iqaluit.​ ​Students​ ​will​ ​learn​ ​about​ ​Iqaluit’s​ ​ ​geography,​ ​climate,​ ​history,​ ​and
culture.​ ​The​ ​unit​ ​will​ ​be​ ​framed​ ​around​ ​a​ ​virtual​ ​“trip”​ ​we​ ​take​ ​to​ ​Iqaluit​ ​as​ ​a​ ​class.

Rationale:
According​ ​to​ ​the​ ​program​ ​of​ ​studies,​ ​through​ ​learning​ ​about​ ​different​ ​communities​ ​in​ ​Canada,​ ​students​ ​will​ ​develop​ ​an​ ​appreciation​ ​of​ ​what​ ​makes​ ​a​ ​“community”.
Students​ ​will​ ​also​ ​develop​ ​an​ ​“appreciation​ ​of​ ​and​ ​respect​ ​for​ ​the​ ​vastness​ ​of​ ​Canada​ ​and​ ​the​ ​diversity​ ​of​ ​Canadian​ ​communities”.

Objectives​ ​/​ ​Learner​ ​Outcomes:

General​ ​Outcome​ ​2.1:​​ ​Students​ ​will​ ​demonstrate​ ​an​ ​understanding​ ​and​ ​appreciation​ ​of​ ​how​ ​geography,​ ​culture,​ ​language,​ ​heritage,​ ​economics​ ​and​ ​resources​ ​shape​ ​and
change​ ​Canada’s​ ​communities.

Key​ ​Teaching​ ​and​ ​Learning​ ​Activities:

Class​ ​Discussions
“Flying”​ ​to​ ​Iqaluit
Journey​ ​to​ ​Iqaluit​ ​travel​ ​journal​ ​worksheets​ ​and​ ​colouring​ ​pages
Creating​ ​a​ ​poster​ ​about​ ​Iqaluit

Assessment​ ​and​ ​Evaluation: Planning​ ​for​ ​Diversity: Resources:

Attendance​ ​and​ ​Participation:​ ​10% Scaffolding​ ​for​ ​performance​ ​task Discovery​ ​Education​ ​Canada​ ​ ​(videos),
● 2.S.5​ ​2.S.5​ ​demonstrate​ ​skills​ ​of​ ​cooperation,​ ​conflict​ ​resolution​ ​and​ ​consensus provided​ ​via​ ​activities​ ​earlier​ ​in​ ​the​ ​unit, Teachers​ ​Pay​ ​Teachers​ ​Iqaluit​ ​Printouts,
building:​ ​demonstrate​ ​the​ ​ability​ ​to​ ​deal​ ​constructively​ ​with​ ​diversity​ ​and use​ ​of​ ​BAHA​ ​hearing​ ​enhancement Pearson​ ​Education​ ​“Many​ ​Voices”​ ​Teacher
disagreement,​ ​work​ ​and​ ​play​ ​in​ ​harmony​ ​with​ ​others​ ​to​ ​create​ ​a​ ​safe​ ​and​ ​caring system,​ ​incorporation​ ​of​ ​visual,​ ​oral,​ ​and Manual,​ ​“Communities​ ​in​ ​Canada”​ ​text
environment,​ ​consider​ ​the​ ​needs​ ​and​ ​ideas​ ​of​ ​others
tactile​ ​activities
● 2.S.8​ ​demonstrate​ ​skills​ ​of​ ​oral,​ ​written​ ​and​ ​visual​ ​literacy:
prepare​ ​and​ ​present​ ​information​ ​in​ ​their​ ​own​ ​words,​ ​using​ ​respectful​ ​language,
respond​ ​appropriately​ ​to​ ​comments​ ​and​ ​questions,​ ​using​ ​respectful​ ​language,
interact​ ​with​ ​others​ ​in​ ​a​ ​socially​ ​appropriate​ ​manner
Travel​ ​Journal​ ​Activities:​ ​60%
Iqaluit​ ​Poster​ ​Performance​ ​Task:​ ​30%
 Assessment
Day Outcomes Teaching​ ​and​ ​Learning​ ​Activities Resources Planning​ ​for​ ​Diversity
and​ ​Evaluation
Participation
(2.S.8:​ ​respond
appropriately
Mon Class​ ​discussion​ ​and​ ​brainstorm:​ ​Where​ ​is​ ​Iqaluit? Use​ ​of​ ​microphone​ ​for​ ​BAHA
2.1.2.1:​ ​Where​ ​is​ ​the​ ​Inuit Short​ ​PowerPoint to​ ​comments
Jan How​ ​do​ ​we​ ​get​ ​there​ ​for​ ​our​ ​trip?​ ​What​ ​is​ ​life​ ​in hearing​ ​enhancement​ ​system,
community​ ​located​ ​in​ ​Canada? with​ ​large​ ​map​ ​pic and​ ​questions,
8th Iqaluit​ ​like? use​ ​of​ ​chart​ ​paper
using
respectful
language)
2.1.2.1:​ ​Where​ ​is​ ​the​ ​Inuit
Participation
Tues community​ ​located​ ​in​ ​Canada? Work​ ​on​ ​travel​ ​journals​ ​(title​ ​page,​ ​map,​ ​“what​ ​I
(2.S.8)
Jan 2.1.2.2:​ ​How​ ​are​ ​the​ ​geographic want​ ​to​ ​know”).​ ​Discuss​ ​each​ ​as​ ​a​ ​class​ ​and​ ​then TPT​ ​Printouts Use​ ​of​ ​large​ ​printouts
Travel​ ​Journal
9th regions​ ​different​ ​from​ ​where​ ​we let​ ​students​ ​colour​ ​them.
Activities
live?

2.1.2.2:​ ​How​ ​are​ ​the​ ​geographic

regions​ ​different​ ​from​ ​where​ ​we
Thurs What​ ​is​ ​the​ ​weather​ ​like​ ​in​ ​Iqaluit?​ ​Check​ ​on​ ​the Use​ ​of​ ​microphone​ ​for​ ​BAHA
live? Participation
Jan weather​ ​network.​ ​What​ ​kind​ ​of​ ​clothes​ ​would​ ​we TPT​ ​printouts hearing​ ​enhancement​ ​system,
2.1.2.4:​ ​What​ ​are​ ​the​ ​main (2.S.8)
11th need​ ​for​ ​our​ ​trip? use​ ​of​ ​chart​ ​paper
differences​ ​in​ ​climate​ ​among
these​ ​communities?

2.1.3.1:​ ​What​ ​are​ ​the​ ​cultural

characteristics​ ​of​ ​the
Participation
Mon communities​ ​(e.g.,​ ​special What​ ​does​ ​the​ ​flag​ ​of​ ​Nunavut​ ​symbolize?​ ​Why​ ​do
(2.S.8)
Jan symbols,​ ​landmarks, provinces​ ​have​ ​their​ ​own​ ​flag?​ ​Colour​ ​printouts​ ​of TPT​ ​printouts Use​ ​of​ ​large​ ​printouts
Travel​ ​Journal
15th languages​ ​spoken,​ ​shared​ ​stories the​ ​flag.
Activities
or​ ​traditions,​ ​monuments,
schools,​ ​churches)?
 I​ ​will​ ​encourage​ ​the​ ​students​ ​to
Participation
Tues 2.1.2.3:​ ​What​ ​are​ ​the​ ​major “take​ ​photos”​ ​and​ ​then​ ​provide​ ​a
Trip​ ​to​ ​Iqaluit!​ ​Arrange​ ​seats​ ​like​ ​an​ ​airplane​ ​and (2.S.5,​ ​2.S.8)
Jan geographic​ ​regions,​ ​landforms, Google​ ​Earth few​ ​snapshots​ ​for​ ​their​ ​travel
go​ ​on​ ​an​ ​aerial​ ​“tour”​ ​of​ ​the​ ​city. Travel​ ​Journal
16th and​ ​bodies​ ​of​ ​water​ ​in​ ​each journals​ ​next​ ​class​ ​(after​ ​the
Activities
community? photos​ ​have​ ​“developed”).

Thurs 2.1.2.5:​ ​What​ ​geographic​ ​factors Share​ ​with​ ​a​ ​partner​ ​what​ ​you​ ​saw​ ​on​ ​our​ ​tour​ ​of
“Welcome​ ​to BAHA​ ​hearing​ ​enhancement Participation
Jan determined​ ​the​ ​establishment​ ​of Iqaluit.​ ​Watch​ ​some​ ​YouTube​ ​videos​ ​to​ ​see​ ​more
Nunavut”​ ​video system (2.S.5,​ ​2.S.8)
18th each​ ​community? of​ ​Iqaluit.

2.1.2.7:​ ​What​ ​is​ ​daily​ ​life​ ​like​ ​for “Looking​ ​at​ ​Places”,
Mon
children​ ​in​ ​Inuit​ ​communities? Class​ ​discussion:​ ​What​ ​would​ ​daily​ ​life​ ​be​ ​like​ ​in Short​ ​PowerPoint BAHA​ ​hearing​ ​enhancement Participation
Jan
(e.g.​ ​recreation,​ ​school) Iqaluit?​ ​What​ ​do​ ​people​ ​do​ ​for​ ​fun?​ ​For​ ​work? with​ ​video​ ​about system (2.S.8)
22nd
fishing

2.1.2.7:​ ​What​ ​is​ ​daily​ ​life​ ​like​ ​for Participation

Thurs Marshmallows,
children​ ​in​ ​Inuit​ ​communities? Continuation:​ ​What​ ​is​ ​daily​ ​life​ ​like?​ ​Build​ ​an​ ​igloo Students​ ​will​ ​have​ ​the​ ​option​ ​to (2.S.5,​ ​2.S.8)
Jan “Looking​ ​at​ ​Places”,
(e.g.​ ​recreation,​ ​school) out​ ​of​ ​marshmallows. build​ ​their​ ​igloos​ ​in​ ​partners. Travel​ ​Journal
25th TPT​ ​printout
Activities

Participation
Mon 2.1.2.7:​ ​What​ ​is​ ​daily​ ​life​ ​like​ ​for What​ ​is​ ​school​ ​like​ ​in​ ​Iqaluit?​ ​Students​ ​will​ ​earn
PowerPoint Translation​ ​guide​ ​will​ ​be (2.S.8)
Jan children​ ​in​ ​Inuit​ ​communities? about​ ​Inuktitut​ ​and​ ​write​ ​their​ ​name​ ​in​ ​Inuktitut
slideshow displayed​ ​on​ ​the​ ​front​ ​screen Travel​ ​Journal
29th (e.g.​ ​recreation,​ ​school) in​ ​their​ ​travel​ ​journal.
Activities

2.1.3.1:​ ​What​ ​are​ ​the​ ​cultural Who​ ​are​ ​the​ ​Inuit?​ ​Read​ ​“An​ ​Inuksuk​ ​Means
BAHA​ ​hearing​ ​enhancement
characteristics​ ​of​ ​the Welcome”​ ​by​ ​Mary​ ​Wallace
system Participation
Tues communities​ ​(e.g.,​ ​special
Play-doh,​ ​Mary (2.S.8)
Jan symbols,​ ​landmarks, Make​ ​inuksuit​ ​out​ ​of​ ​play-doh
Wallace​ ​book Students​ ​will​ ​have​ ​the​ ​option​ ​of Travel​ ​Journal
30th languages​ ​spoken,​ ​shared​ ​stories
making​ ​their​ ​inuksuk​ ​with​ ​a Activities
or​ ​traditions,​ ​monuments, (note:​ ​I​ ​just​ ​learned​ ​that​ ​the​ ​plural​ ​of​ ​“inuksuk”​ ​is
partner
schools,​ ​churches)? “inuksuit”!)
 2.1.3.2:​ ​What​ ​are​ ​the​ ​traditions
and​ ​celebrations​ ​in​ ​the What​ ​are​ ​some​ ​Inuit​ ​traditions? PowerPoint​ ​with
communities​ ​that​ ​connect​ ​the YouTube​ ​video
people​ ​to​ ​the​ ​past​ ​and​ ​to​ ​each In​ ​the​ ​first​ ​30​ ​minute​ ​block​ ​we​ ​will​ ​look​ ​at​ ​videos showing​ ​throat
Thurs BAHA​ ​hearing​ ​enhancement Participation
other? of​ ​Inuit​ ​music​ ​and​ ​artwork. singing
Feb​ ​1 system (2.S.8)
2.1.3.3:​ ​How​ ​are​ ​the
communities​ ​strengthened​ ​by In​ ​the​ ​second​ ​block,​ ​we​ ​will​ ​create​ ​and​ ​play​ ​the Toilet​ ​Paper​ ​rolls
their​ ​stories,​ ​traditions​ ​and toilet​ ​paper​ ​roll​ ​and​ ​pencil​ ​game and​ ​pencil
events​ ​of​ ​the​ ​past?

YouTube​ ​videos
Mon about​ ​the​ ​Owl​ ​and
2.1.3.2 What​ ​are​ ​some​ ​Inuit​ ​legends?​ ​Draw​ ​a​ ​picture​ ​of​ ​an BAHA​ ​hearing​ ​enhancement Participation
Feb the​ ​Raven​ ​and​ ​the
2.1.3.3 Inuit​ ​legend​ ​in​ ​your​ ​travel​ ​journal. system (2.S.8)
5th Owl​ ​ ​and​ ​the
Lemming

2.1.3.3:​ ​How​ ​are​ ​the

communities​ ​strengthened​ ​by
their​ ​stories,​ ​traditions,​ ​and
Tues
events​ ​of​ ​the​ ​past?
Feb
2.1.3.5:​ ​What​ ​individuals​ ​and
6th
groups​ ​contributed​ ​to​ ​the
development​ ​of​ ​the
communities?
Students​ ​will​ ​be​ ​given​ ​the​ ​chance Participation
What​ ​does​ ​community​ ​mean?​ ​Who​ ​contributes​ ​to
to​ ​converse​ ​with​ ​a​ ​partner​ ​as (2.S.8)
the​ ​community​ ​in​ ​Iqaluit​ ​and​ ​how?​ ​How​ ​would​ ​life TPT​ ​printouts
well​ ​as​ ​participate​ ​in​ ​a​ ​whole Travel​ ​Journal
be​ ​different​ ​without​ ​them?
class​ ​discussion. Activities

General​ ​Outcome​ ​2.1:​​ ​Students

will​ ​demonstrate​ ​an
What​ ​have​ ​we​ ​learnt​ ​so​ ​far​ ​about​ ​Iqaluit?​ ​Write​ ​a Students​ ​can​ ​write​ ​a​ ​full​ ​letter​ ​or Participation
Thurs understanding​ ​and​ ​appreciation
letter​ ​to​ ​your​ ​parents​ ​telling​ ​them​ ​about​ ​our​ ​trip incorporate​ ​images​ ​as​ ​well​ ​The (2.S.8)
Feb of​ ​how​ ​geography,​ ​culture, TPT​ ​printouts
and​ ​the​ ​things​ ​we​ ​have​ ​learnt.​ ​Put​ ​this​ ​in​ ​our point​ ​is​ ​to​ ​identify​ ​key Travel​ ​Journal
8th language,​ ​heritage,​ ​economics
travel​ ​journal. characteristics​ ​of​ ​Iqaluit. Activities
and​ ​resources​ ​shape​ ​and​ ​change
Canada’s​ ​communities.
 General​ ​Outcome​ ​2.1:​​ ​Students
will​ ​demonstrate​ ​an
Mon understanding​ ​and​ ​appreciation
Feb of​ ​how​ ​geography,​ ​culture,
12th language,​ ​heritage,​ ​economics
and​ ​resources​ ​shape​ ​and​ ​change
Canada’s​ ​communities.
General​ ​Outcome​ ​2.1:​​ ​Students
will​ ​demonstrate​ ​an
Tues understanding​ ​and​ ​appreciation
Feb of​ ​how​ ​geography,​ ​culture,
13th language,​ ​heritage,​ ​economics
and​ ​resources​ ​shape​ ​and​ ​change
Canada’s​ ​communities.
General​ ​Outcome​ ​2.1:​​ ​Students
will​ ​demonstrate​ ​an
Thurs understanding​ ​and​ ​appreciation
Feb of​ ​how​ ​geography,​ ​culture,
15th language,​ ​heritage,​ ​economics
and​ ​resources​ ​shape​ ​and​ ​change
Canada’s​ ​communities.
Review:​ ​What​ ​have​ ​we​ ​learnt​ ​about​ ​Iqaluit?​ ​(can
use​ ​our​ ​letters​ ​from​ ​last​ ​class​ ​for​ ​ideas)​ ​Start BAHA​ ​hearing​ ​enhancement
planning​ ​posters.​ ​These​ ​posters​ ​will​ ​be​ ​designed system Participation
Poster​ ​paper,
as​ ​travel​ ​posters​ ​to​ ​showcase​ ​Iqaluit​ ​to​ ​people (2.S.8)
colouring​ ​supplies
who​ ​have​ ​never​ ​been​ ​there.​ ​What​ ​do​ ​you​ ​think We​ ​will​ ​brainstorm​ ​ideas​ ​for​ ​our Iqaluit​ ​Poster
these​ ​people​ ​should​ ​know​ ​before​ ​they​ ​go?​ ​What poster​ ​as​ ​a​ ​class.
kind​ ​of​ ​things​ ​can​ ​they​ ​do​ ​or​ ​see​ ​in​ ​Iqaluit?
I​ ​will​ ​circulate​ ​around​ ​the​ ​room
Iqaluit​ ​Poster
Work​ ​on​ ​posters​ ​(this​ ​is​ ​the​ ​culminating Poster​ ​paper, as​ ​students​ ​work​ ​to​ ​check​ ​in​ ​and
Culminating
performance​ ​task​ ​for​ ​this​ ​unit) colouring​ ​supplies provide​ ​feedback​ ​on​ ​their
Task
posters.
I​ ​will​ ​circulate​ ​around​ ​the​ ​room
Iqaluit​ ​Poster
Finish​ ​posters.​ ​If​ ​time,​ ​students​ ​can​ ​present​ ​their Poster​ ​paper, as​ ​students​ ​work​ ​to​ ​check​ ​in​ ​and
Culminating
posters​ ​to​ ​a​ ​partner. colouring​ ​supplies provide​ ​feedback​ ​on​ ​their
Task
posters.
 Math​ ​Unit​ ​Plan
Grade(s):​ ​2 Unit​ ​Focus:​ ​Measurement Unit​ ​Dates:​ ​January​ ​8th-​ ​February​ ​1st Teacher:​​ ​Kaylyn​ ​Cudrak
Overview:
In​ ​this​ ​unit,​ ​students​ ​will​ ​use​ ​measurement​ ​(both​ ​direct​ ​and​ ​indirect)​ ​to​ ​solve​ ​different​ ​problems.​ ​Types​ ​of​ ​measurements​ ​that​ ​will​ ​be​ ​used​ ​include​ ​height,​ ​weight,​ ​length,​ ​and
volume.
Rationale:
According​ ​to​ ​the​ ​Program​ ​of​ ​Study​ ​for​ ​Grade​ ​2​ ​Math,​ ​“measurement​ ​visualization​ ​goes​ ​beyond​ ​the​ ​acquisition​ ​of​ ​specific​ ​measurement​ ​skills.​ ​Measurement​ ​sense​ ​includes
the​ ​ability​ ​to​ ​determine​ ​when​ ​to​ ​measure,​ ​when​ ​to​ ​estimate,​ ​and​ ​which​ ​estimation​ ​strategies​ ​to​ ​use”​ ​(pg.​ ​7).​ ​The​ ​activities​ ​in​ ​this​ ​unit​ ​also​ ​incorporate​ ​outcomes​ ​from​ ​other
units,​ ​such​ ​as​ ​the​ ​use​ ​of​ ​addition​ ​and​ ​subtraction.

Objectives​ ​/​ ​Learner​ ​Outcomes:

General​ ​Outcome​:​ ​Use​ ​direct​ ​and​ ​indirect​ ​measurement​ ​to​ ​solve​ ​problems.
Specific​ ​Outcomes
1.​ ​Demonstrate​ ​an​ ​understanding​ ​of​ ​measurement​ ​as​ ​a​ ​process​ ​of​ ​comparing​ ​by:
● identifying​ ​attributes​ ​that​ ​can​ ​be​ ​compared
● ordering​ ​objects
● making​ ​statements​ ​of​ ​comparison
● filling,​ ​covering​ ​or​ ​matching.

Key​ ​Teaching​ ​and​ ​Learning​ ​Activities:

Identifying​ ​the​ ​days​ ​of​ ​the​ ​week​ ​and​ ​months​ ​of​ ​the​ ​year
Measuring​ ​the​ ​length,​ ​height,​ ​and​ ​mass​ ​of​ ​various​ ​classroom​ ​objects​ ​ ​(including​ ​curved​ ​objects​ ​and​ ​the​ ​distance​ ​AROUND​ ​objects)
Scavenger​ ​hunt​ ​to​ ​find​ ​objects​ ​of​ ​specific​ ​lengths
“Anna’s​ ​Presents”​ ​Culminating​ ​Activity

Resources: Planning​ ​for​ ​Diversity:

Various​ ​manipulatives
“Math​ ​Makes​ ​Sense”​ ​Pearson​ ​Teacher​ ​Guide
● Learning​ ​activity​ ​descriptions​ ​taken
from​ ​this​ ​Teacher’s​ ​Guide​ ​will​ ​be
highlighted​ ​in​ ​yellow​ ​in​ ​the​ ​plans​ ​below
Assessment​ ​and​ ​Evaluation:
Use​ ​of​ ​a​ ​BAHA​ ​hearing​ ​enhancement​ ​system
Formative:​ ​Participation​ ​and​ ​on​ ​task​ ​time
(Not​ ​part​ ​of​ ​the​ ​students’​ ​final​ ​grades,​ ​but
Frequent​ ​demonstrations​ ​and​ ​whole​ ​class​ ​discussion​ ​of​ ​strategies​ ​before
will​ ​be​ ​encouraged​ ​and​ ​formatively​ ​assessed
independent​ ​work​ ​begins
each​ ​day)
Completed​ ​activities​ ​from​ ​student​ ​text​ ​(50%)
Options​ ​to​ ​express​ ​learning​ ​in​ ​journal​ ​through​ ​words​ ​OR​ ​imagery
Interview​ ​questions​ ​throughout​ ​the​ ​unit
(15%)
Private,​ ​oral​ ​assessments​ ​conducted​ ​weekly
Completed​ ​performance​ ​tasks​ ​(35%)

Day Outcomes
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Mon
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
8th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Tues
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
9th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Wed
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
10th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Thur
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
11th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Assessment/Evaluation
Planning​ ​for
Teaching​ ​and​ ​Learning​ ​Activities Resources (Formative​ ​&
​ ​Diversity
Summative)
Launch​ ​Activity.​ ​We​ ​will​ ​have​ ​a​ ​class​ ​discussion​ ​about​ ​a
Participation​ ​and​ ​on​ ​task
photograph.​ ​Which​ ​season​ ​is​ ​it​ ​in​ ​the​ ​photo?​ ​How​ ​do​ ​you
BAHA​ ​hearing time​ ​(formative)
know?​ ​We​ ​will​ ​also​ ​compare​ ​different​ ​objects​ ​in​ ​the “Math​ ​Makes​ ​Sense”
enhancement
photograph.​ ​Students​ ​will​ ​then​ ​choose​ ​two​ ​items​ ​in​ ​the Worksheet
system Completed​ ​activities
classroom​ ​to​ ​compare​ ​based​ ​on​ ​a​ ​certain​ ​trait​ ​of​ ​their​ ​choice.
from​ ​student​ ​text
They​ ​will​ ​record​ ​their​ ​findings.
“Days​ ​of​ ​the​ ​Week:​ ​Relate​ ​the​ ​number​ ​of​ ​days​ ​to​ ​a​ ​week,
name​ ​and​ ​order​ ​the​ ​days,​ ​read​ ​dates,​ ​and​ ​identify​ ​calendar “Math​ ​Makes​ ​Sense”
BAHA​ ​hearing
patterns”.​ ​We​ ​will​ ​read​ ​a​ ​story​ ​related​ ​to​ ​the​ ​days​ ​of​ ​the Worksheets Participation​ ​and​ ​on​ ​task
enhancement
week​ ​as​ ​a​ ​class​ ​and​ ​fill​ ​in​ ​a​ ​calendar​ ​for​ ​the​ ​month​ ​of​ ​January. time​ ​(formative)
system
Students​ ​will​ ​then​ ​complete​ ​the​ ​“Eddie’s​ ​Calendar” Large​ ​empty​ ​calendar
worksheets.
“Months​ ​of​ ​the​ ​Year:​ ​Relate​ ​the​ ​number​ ​of​ ​months​ ​to​ ​a​ ​year,
and​ ​read​ ​dates​ ​on​ ​a​ ​calendar”.​ ​We​ ​will​ ​analyze​ ​a​ ​12​ ​month
12​ ​month​ ​calendars
calendar​ ​together.​ ​How​ ​many​ ​are​ ​there?​ ​Which​ ​is​ ​the​ ​first? BAHA​ ​hearing
Participation​ ​and​ ​on​ ​task
Which​ ​is​ ​the​ ​last?​ ​Students​ ​will​ ​then​ ​use​ ​a​ ​12​ ​month​ ​calendar enhancement
Strips​ ​of​ ​paper​ ​with time​ ​(formative)
to​ ​locate​ ​both​ ​today’s​ ​date​ ​and​ ​their​ ​birth​ ​date.​ ​We​ ​will​ ​then system
the​ ​MotYs​ ​written
complete​ ​the​ ​“Whose​ ​birthday​ ​comes​ ​first?”​ ​activity​ ​as​ ​a
class.
We​ ​will​ ​work
through​ ​the​ ​first
This​ ​lesson​ ​will​ ​be​ ​spent​ ​reviewing​ ​the​ ​days​ ​of​ ​the​ ​week​ ​and Participation​ ​and​ ​on​ ​task
section​ ​together
months​ ​of​ ​the​ ​year,​ ​then​ ​working​ ​through​ ​the​ ​calendar time​ ​(formative)
after​ ​a​ ​review.
worksheets​ ​in​ ​the​ ​students’​ ​workbook.​ ​We​ ​will​ ​fill​ ​in​ ​the
“Math​ ​Makes​ ​Sense”
calendar​ ​on​ ​page​ ​110​ ​together,​ ​and​ ​then​ ​students​ ​will​ ​work Completed​ ​activities
Worksheets Interview
independently.​ ​As​ ​students​ ​are​ ​working,​ ​they​ ​will​ ​be​ ​called from​ ​student​ ​text
questions
one​ ​by​ ​one​ ​to​ ​answer​ ​the​ ​interview​ ​questions​ ​for​ ​the
conducted​ ​one
observations​ ​checklist. Interview​ ​Questions
and​ ​one​ ​and
privately

Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
based​ ​on​ ​a​ ​single​ ​attribute,
Mon
such​ ​as​ ​length​ ​(height),
Jan
mass​ ​(weight)
15th
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Tues
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
16th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
based​ ​on​ ​a​ ​single​ ​attribute,
Wed
such​ ​as​ ​length​ ​(height),
Jan
mass​ ​(weight)
17th
and​ ​volume​ ​(capacity).
“Measuring​ ​and​ ​Comparing​ ​Lengths:​ ​Measure​ ​length​ ​to​ ​the
nearest​ ​non-standard​ ​unit​ ​using​ ​multiple​ ​copies​ ​of​ ​a​ ​unit,​ ​and
compare​ ​and​ ​order​ ​objects​ ​by​ ​length​ ​and​ ​height​ ​using BAHA​ ​hearing Participation​ ​and​ ​on​ ​task
“Math​ ​Makes​ ​Sense”
non-standard​ ​units.”​​ ​As​ ​a​ ​class,​ ​we​ ​will​ ​use​ ​cut​ ​up​ ​sticks​ ​to enhancement time​ ​(formative)
Worksheets
measure​ ​a​ ​large​ ​snowman.​ ​First​ ​we​ ​will​ ​predict​ ​how​ ​tall​ ​(in system
sticks)​ ​we​ ​think​ ​the​ ​snowman​ ​is.​ ​Students​ ​will​ ​then​ ​use​ ​other Completed​ ​activities
Cut​ ​up​ ​craft​ ​supplies
non-standard​ ​measures​ ​to​ ​measure​ ​themselves​ ​and​ ​a from​ ​student​ ​text
partner.​ ​In​ ​the​ ​last​ ​30​ ​minute​ ​block,​ ​we​ ​will​ ​complete​ ​the
“Which​ ​is​ ​Longest”​ ​Activity.
“Estimating​ ​Length​ ​and​ ​Choosing​ ​Units:​ ​Estimate,​ ​measure,
and​ ​compare​ ​lengths,​ ​selecting​ ​appropriate​ ​non-standard BAHA​ ​hearing
units,​ ​and​ ​relate​ ​the​ ​size​ ​of​ ​unit​ ​used​ ​to​ ​the​ ​number​ ​of​ ​units enhancement
needed”.​​ ​We​ ​will​ ​start​ ​with​ ​a​ ​stepping​ ​game​ ​to​ ​get​ ​across​ ​the system
Participation​ ​and​ ​on​ ​task
room.​ ​Students​ ​can​ ​choose​ ​“giant​ ​steps”,​ ​“bunny​ ​hops”,​ ​or
Cut​ ​up​ ​craft​ ​supplies time​ ​(formative)
“heel​ ​to​ ​toe​ ​steps”.​ ​After​ ​the​ ​game,​ ​we​ ​will​ ​use​ ​non-standard We​ ​will​ ​measure
and​ ​other
measures​ ​to​ ​measure​ ​the​ ​length​ ​of​ ​these​ ​different​ ​steps.​ ​How the​ ​first​ ​step
manipulatives Completed​ ​activities
do​ ​we​ ​know​ ​which​ ​non-standard​ ​unit​ ​we​ ​should​ ​use​ ​for​ ​a (bunny​ ​steps)
from​ ​student​ ​text
certain​ ​measure?​ ​In​ ​groups​ ​they​ ​will​ ​then​ ​measure​ ​the​ ​length together​ ​before
of​ ​their​ ​giant​ ​step​ ​using​ ​a​ ​non-standard​ ​unit​ ​after​ ​predicting​ ​it students​ ​measure
first.​ ​Then​ ​they​ ​will​ ​compare​ ​their​ ​steps.​ ​And​ ​record​ ​them​ ​as their​ ​own​ ​steps
the​ ​first​ ​length​ ​on​ ​their​ ​“choosing​ ​a​ ​unit”​ ​worksheet.
Finish​ ​previous​ ​worksheet​ ​if​ ​not​ ​completed
“Using​ ​One​ ​Copy​ ​of​ ​a​ ​Unit:​ ​Measure​ ​length​ ​by​ ​using​ ​a​ ​single Cut​ ​up​ ​craft​ ​supplies
copy​ ​of​ ​a​ ​non-standard​ ​unit,​ ​estimate​ ​and​ ​measure​ ​a​ ​length and​ ​other BAHA​ ​hearing
that​ ​is​ ​not​ ​a​ ​straight​ ​line,​ ​and​ ​show​ ​that​ ​orientation​ ​does​ ​not manipulatives enhancement Participation​ ​and​ ​on​ ​task
affect​ ​length.”​​ ​As​ ​a​ ​class,​ ​we​ ​will​ ​practice​ ​using​ ​a​ ​single​ ​unit​ ​to system time​ ​(formative)
measure​ ​a​ ​classroom​ ​object.​ ​They​ ​will​ ​then​ ​go​ ​back​ ​to​ ​their Pipe​ ​cleaners​ ​and
desks​ ​and​ ​create​ ​a​ ​“snake”​ ​out​ ​of​ ​pipe​ ​cleaners​ ​or​ ​play-doh. play-doh Choice​ ​of​ ​pipe Completed​ ​activities
They​ ​will​ ​then​ ​measure​ ​the​ ​snake​ ​with​ ​a​ ​partner​ ​using​ ​a cleaner​ ​or from​ ​student​ ​text
single​ ​unit,​ ​comparing​ ​their​ ​measurements​ ​from​ ​when​ ​the “Math​ ​Makes​ ​Sense” play-doh
snake​ ​is​ ​straight​ ​to​ ​when​ ​it​ ​is​ ​bent.​ ​They​ ​will​ ​record​ ​their worksheets
findings​ ​on​ ​the​ ​“Over​ ​and​ ​Over”​ ​worksheet​ ​and​ ​then​ ​find​ ​2
more​ ​items​ ​to​ ​measure.

Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Thur
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
18th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
based​ ​on​ ​a​ ​single​ ​attribute,
Mon
such​ ​as​ ​length​ ​(height),
Jan
mass​ ​(weight)
22nd
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
based​ ​on​ ​a​ ​single​ ​attribute,
Tues
such​ ​as​ ​length​ ​(height),
Jan
mass​ ​(weight)
23rd
and​ ​volume​ ​(capacity).
“Distance​ ​Around:​ ​Estimate,​ ​measure,​ ​compare,​ ​and​ ​order
objects​ ​by​ ​distance​ ​around​ ​using​ ​non-standard​ ​units,​ ​and
show​ ​that​ ​orientation​ ​does​ ​not​ ​affect​ ​distance​ ​around”.​ ​In​ ​a CD​ ​cases,​ ​DVD​ ​cases,
whole​ ​class​ ​discussion,​ ​ask​ ​“how​ ​can​ ​I​ ​measure​ ​the​ ​distance and​ ​video​ ​cases Participation​ ​and​ ​on​ ​task
around​ ​my​ ​head?”​ ​What​ ​would​ ​be​ ​a​ ​good​ ​unit​ ​to​ ​use​ ​for Interview time​ ​(formative)
measurement?​ ​Why?​ ​After​ ​a​ ​group​ ​discussion,​ ​students​ ​will Cut​ ​up​ ​craft​ ​supplies questions
measure​ ​a​ ​the​ ​distance​ ​around​ ​a​ ​CD​ ​case,​ ​DVD​ ​case,​ ​and and​ ​other conducted​ ​one Completed​ ​activities
video​ ​box​ ​in​ ​groups​ ​of​ ​three.​ ​When​ ​finished,​ ​we​ ​will​ ​discuss manipulatives and​ ​one​ ​and from​ ​student​ ​text
the​ ​findings.​ ​Students​ ​will​ ​then​ ​work​ ​on​ ​the​ ​“Distance privately
Around”​ ​worksheet​ ​independently​ ​while​ ​they​ ​are​ ​called​ ​one “Math​ ​Makes​ ​Sense” Interview​ ​Questions
by​ ​one​ ​to​ ​answer​ ​interview​ ​questions​ ​for​ ​the​ ​observations worksheets
checklist.
BAHA​ ​hearing
enhancement
“Strategies​ ​Toolkit:​ ​Use​ ​‘guess​ ​and​ ​check’​ ​or​ ​‘use​ ​objects’​ ​to
system
solve​ ​a​ ​problem”.​ ​Students​ ​will​ ​be​ ​sent​ ​on​ ​a​ ​scavenger​ ​hunt Cut​ ​up​ ​craft​ ​supplies
Participation​ ​and​ ​on​ ​task
to​ ​find​ ​objects​ ​of​ ​specific​ ​non-standard​ ​unit​ ​lengths.​ ​Before and​ ​other
We​ ​will​ ​work time​ ​(formative)
their​ ​hunt​ ​begins,​ ​we​ ​will​ ​discuss​ ​possible​ ​strategies.​ ​Their manipulatives
through​ ​the​ ​first
findings​ ​will​ ​be​ ​recorded​ ​on​ ​the​ ​“A​ ​Sum​ ​of​ ​10”​ ​worksheet.
section​ ​of​ ​each Completed​ ​activities
“Math​ ​Makes​ ​Sense”
worksheet from​ ​student​ ​text
In​ ​the​ ​final​ ​30​ ​minute​ ​block,​ ​students​ ​will​ ​work​ ​on​ ​the​ ​“A worksheets
together​ ​before
Difference​ ​of​ ​3”​ ​activity.
students​ ​work​ ​on
it​ ​alone.
“Measuring​ ​Mass:​ ​Estimate​ ​and​ ​measure​ ​mass​ ​using
non-standard​ ​units,​ ​select​ ​appropriate​ ​units,​ ​relate​ ​the​ ​size​ ​of
unit​ ​used​ ​to​ ​the​ ​number​ ​of​ ​units​ ​needed,​ ​and​ ​show​ ​that Participation​ ​and​ ​on​ ​task
Balance​ ​scales
orientation​ ​does​ ​not​ ​affect​ ​mass”.​​ ​As​ ​a​ ​class,​ ​we​ ​will​ ​discuss BAHA​ ​hearing time​ ​(formative)
the​ ​use​ ​of​ ​a​ ​balance​ ​scale​ ​to​ ​compare​ ​and​ ​measure​ ​the​ ​mass enhancement
Various​ ​craft​ ​objects
of​ ​two​ ​objects.​ ​Students​ ​will​ ​then​ ​hunt​ ​for​ ​the​ ​best​ ​unit​ ​to system Completed​ ​activities
and​ ​manipulatives
measure​ ​the​ ​mass​ ​of​ ​their​ ​eraser,​ ​recording​ ​their​ ​finding​ ​on from​ ​student​ ​text
the​ ​“Choosing​ ​a​ ​Unit”​ ​worksheet.​ ​After​ ​this​ ​is​ ​done,​ ​we​ ​will
discuss​ ​strategies​ ​used.
 Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Wed
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
24th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Thur
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
25th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Mon
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
29th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Tues
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
30th
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Use​ ​direct​ ​comparison​ ​to
compare​ ​two​ ​objects
Wed
based​ ​on​ ​a​ ​single​ ​attribute,
Jan
such​ ​as​ ​length​ ​(height),
31st
mass​ ​(weight)
and​ ​volume​ ​(capacity).
Thur
Feb BUFFER
1st
“Compared​ ​by​ ​Mass:​ ​Compare​ ​and​ ​order​ ​objects​ ​by​ ​mass
using​ ​non-standard​ ​units”.​ ​The​ ​class​ ​will​ ​be​ ​presented​ ​with Various​ ​craft​ ​supplies
BAHA​ ​hearing
three​ ​objects​ ​of​ ​varying​ ​mass.​ ​In​ ​a​ ​whole​ ​class​ ​discussion,​ ​we and​ ​manipulatives Participation​ ​and​ ​on​ ​task
enhancement
will​ ​work​ ​together​ ​to​ ​order​ ​them​ ​from​ ​lightest​ ​to​ ​heaviest. time​ ​(formative)
system
They​ ​will​ ​then​ ​repeat​ ​this​ ​process​ ​in​ ​groups​ ​using​ ​different Balance​ ​Scales
objects,​ ​testing​ ​their​ ​predictions​ ​with​ ​balance​ ​scales.
Various​ ​craft​ ​supplies
In​ ​this​ ​lesson,​ ​we​ ​will​ ​use​ ​the​ ​“About​ ​How​ ​Many”​ ​and and​ ​manipulatives Interview
Participation​ ​and​ ​on​ ​task
“Balancing​ ​Act”​ ​Worksheets​ ​to​ ​conduct​ ​inquiries​ ​around​ ​the questions
time​ ​(formative)
classroom.​ ​While​ ​they​ ​are​ ​working,​ ​students​ ​will​ ​be​ ​called Balance​ ​Scales conducted​ ​one
upon​ ​one​ ​by​ ​one​ ​to​ ​answer​ ​interview​ ​questions​ ​for​ ​the and​ ​one​ ​and
Interview​ ​Questions
observations​ ​checklist. “Math​ ​Makes​ ​Sense” privately
worksheets
“Show​ ​What​ ​You​ ​Know:​ ​Demonstrate​ ​what​ ​has​ ​been​ ​learned
about​ ​measurement”.​​ ​We​ ​will​ ​begin​ ​this​ ​class​ ​with​ ​a​ ​whole Various​ ​craft​ ​supplies Participation​ ​and​ ​on​ ​task
Students​ ​will​ ​be
class​ ​discussion​ ​regarding​ ​what​ ​we​ ​have​ ​learned​ ​about and​ ​manipulatives time​ ​(formative)
placed​ ​into
measurement​ ​in​ ​this​ ​unit.​ ​After​ ​review,​ ​students​ ​will​ ​be
groups​ ​of​ ​3​ ​using
introduced​ ​to​ ​their​ ​final​ ​project:​ ​Anna’s​ ​Presents.​ ​They​ ​will “Math​ ​Makes​ ​Sense” Completed​ ​performance
popsicle​ ​sticks
measure​ ​Anna’s​ ​presents​ ​and​ ​complete​ ​the​ ​“Anna’s​ ​Present worksheets tasks
Parcel”​ ​and​ ​“Masses​ ​of​ ​Presents”​ ​activities
Various​ ​craft​ ​supplies Participation​ ​and​ ​on​ ​task
Students​ ​will​ ​be
and​ ​manipulatives time​ ​(formative)
placed​ ​into
Finish​ ​worksheets
groups​ ​of​ ​3​ ​using
“Math​ ​Makes​ ​Sense” Completed​ ​performance
popsicle​ ​sticks
worksheets tasks
Students​ ​may​ ​use Participation​ ​and​ ​on​ ​task
On​ ​this​ ​day,​ ​we​ ​will​ ​once​ ​again​ ​reflect​ ​on​ ​what​ ​we​ ​have words,​ ​pictures, time​ ​(formative)
“Math​ ​Makes​ ​Sense”
learned.​ ​Students​ ​will​ ​complete​ ​the​ ​“My​ ​Journal”​ ​worksheet or​ ​numbers​ ​to
worksheets
in​ ​their​ ​booklets. demonstrate​ ​their Completed​ ​activities
learning. from​ ​student​ ​text
BUFFER​ ​DAY​ ​(in​ ​case​ ​a​ ​lesson​ ​takes​ ​longer​ ​than​ ​expected) BUFFER BUFFER BUFFER
 Computers​ ​Unit​ ​Plan
Unit​ ​Dates:​ ​January
Grade(s):​ ​2 Unit​ ​Focus:​ ​“All​ ​About​ ​Me”​ ​Presentation Teacher:​​ ​Kaylyn​ ​Cudrak
11th-​ ​February​ ​16th
Overview:
Students​ ​will​ ​create​ ​a​ ​short​ ​Google​ ​Slides​ ​presentation​ ​about​ ​themselves​ ​to​ ​present​ ​to​ ​the​ ​class.
Rationale:
This​ ​activity​ ​will​ ​provide​ ​students​ ​with​ ​the​ ​skills​ ​they​ ​will​ ​need​ ​to​ ​complete​ ​an​ ​assignment​ ​from​ ​a​ ​forthcoming​ ​Social​ ​Studies​ ​unit.​ ​Students​ ​will​ ​be​ ​able​ ​to​ ​put​ ​most​ ​of​ ​their
focus​ ​on​ ​the​ ​technical​ ​aspects​ ​of​ ​the​ ​presentation​ ​rather​ ​than​ ​the​ ​content​ ​because​ ​they​ ​know​ ​the​ ​content​ ​(information​ ​about​ ​themselves)​ ​already.
Objectives​ ​/​ ​Learner​ ​Outcomes:
● 2.S.​ ​8:​ ​Students​ ​will​ ​demonstrate​ ​skills​ ​of​ ​oral,​ ​written​ ​and​ ​visual​ ​literacy:
■ prepare​ ​and​ ​present​ ​information​ ​in​ ​their​ ​own​ ​words,​ ​using​ ​respectful​ ​language
■ interact​ ​with​ ​others​ ​in​ ​a​ ​socially​ ​appropriate​ ​manner
■ create​ ​visual​ ​images​ ​for​ ​particular​ ​audiences​ ​and​ ​purposes
■ use​ ​technology​ ​to​ ​support​ ​a​ ​presentation

Key​ ​Teaching​ ​and​ ​Learning​ ​Activities:

Students​ ​will​ ​create​ ​a​ ​short​ ​Google​ ​Slides​ ​presentation​ ​about​ ​themselves​ ​to​ ​present​ ​to​ ​the​ ​class.​ ​They​ ​will​ ​be​ ​encouraged​ ​to​ ​think​ ​about​ ​their​ ​audience​ ​and​ ​the​ ​principles​ ​of
effective​ ​communication.

Planning​ ​for​ ​Diversity​ ​(applicable​ ​to​ ​ALL​ ​lessons​ ​throughout)
Resources:
In​ ​every​ ​lesson​ ​in​ ​this​ ​unit,​ ​emphasis​ ​will​ ​be​ ​placed​ ​on​ ​the​ ​fact
Google​ ​Slides,​ ​Computer​ ​Lab,​ ​Projector that​ ​the​ ​purpose​ ​of​ ​the​ ​assignment​ ​is​ ​to​ ​create​ ​a​ ​presentation
for​ ​peers.​ ​Writing​ ​conventions​ ​will​ ​not​ ​be​ ​the​ ​focus.​ ​Students
will​ ​be​ ​guided​ ​through​ ​each​ ​step​ ​as​ ​a​ ​class​ ​before​ ​being​ ​asked​ ​to
try​ ​it​ ​themselves.​ ​The​ ​amount​ ​of​ ​slides​ ​required​ ​will​ ​be​ ​set​ ​as​ ​a
range​ ​so​ ​that​ ​students​ ​who​ ​are​ ​struggling​ ​aren’t​ ​overwhelmed.
Assessment​ ​and​ ​Evaluation:
Students’​ ​final​ ​presentations​ ​will​ ​be​ ​assessed
summatively,​ ​as​ ​well​ ​as​ ​their​ ​actual​ ​presentation
of​ ​their​ ​slideshows​ ​to​ ​the​ ​class.​ ​Relevant​ ​criteria
for​ ​the​ ​slideshow​ ​will​ ​include​ ​the​ ​presence​ ​of​ ​a
title​ ​page​ ​and​ ​end​ ​page,​ ​use​ ​of​ ​a​ ​theme,​ ​and​ ​a
body​ ​of​ ​3-5​ ​slides.
 Assessment/Evaluation
Day Outcomes Teaching​ ​and​ ​Learning​ ​Activities Resources
(Formative​ ​&​ ​Summative)

Students​ ​will: Introduction​ ​to​ ​Google​ ​Slides.​ ​In​ ​this​ ​lesson​ ​we​ ​will Google
Fri Formative:​ ​Are​ ​students​ ​on​ ​task?​ ​Paying
“prepare​ ​and​ ​present​ ​information​ ​in​ ​their get​ ​our​ ​documents​ ​opened​ ​and​ ​discuss​ ​what​ ​the Slides,
Jan attention?​ ​Does​ ​everyone​ ​have​ ​a​ ​slideshow
own​ ​words,​ ​using​ ​respectful​ ​language” purpose​ ​of​ ​this​ ​assignment​ ​will​ ​be.​ ​Who​ ​will​ ​see​ ​it? Computer
12th created?
“use​ ​technology​ ​to​ ​support​ ​a​ ​presentation” What​ ​sort​ ​of​ ​information​ ​should​ ​we​ ​include? Lab

Google
Fri Work​ ​on​ ​adding​ ​information.​ ​Go​ ​over​ ​how​ ​to​ ​pick​ ​a Formative:​ ​Are​ ​students​ ​on​ ​task?​ ​Paying
Slides,
Jan Continued​ ​from​ ​last​ ​class themes,​ ​add​ ​a​ ​slide,​ ​and​ ​start​ ​entering attention?​ ​Does​ ​everyone​ ​have​ ​a​ ​good​ ​start​ ​to
Computer
19th information. their​ ​presentation?
Lab

Students​ ​will:
“prepare​ ​and​ ​present​ ​information​ ​in​ ​their Google
Fri
own​ ​words,​ ​using​ ​respectful​ ​language” Continue​ ​entering​ ​information.​ ​Go​ ​over​ ​how​ ​to Slides, Formative:​ ​Are​ ​students​ ​on​ ​task?​ ​Asking​ ​for​ ​help​ ​if
Jan
“use​ ​technology​ ​to​ ​support​ ​a​ ​presentation” add​ ​images​ ​in​ ​order​ ​to​ ​enhance​ ​the​ ​text. Computer needed?​ ​Are​ ​they​ ​choosing​ ​relevant​ ​images?
26th
“create​ ​visual​ ​images​ ​for​ ​particular Lab
audiences​ ​and​ ​purposes”

Google
Fri Summative:​ ​Finished​ ​slideshows​ ​will​ ​be​ ​assessed
Slides,
Feb Continued​ ​from​ ​last​ ​class Work​ ​period​ ​to​ ​finish​ ​slideshows. based​ ​on​ ​the​ ​criteria​ ​outlined​ ​in​ ​the​ ​overview
Computer
2nd above.
Lab

Students​ ​will:
Fri Google Summative:​ ​Finished​ ​slideshows​ ​will​ ​be​ ​assessed
“interact​ ​with​ ​others​ ​in​ ​a​ ​socially
Feb Presenting​ ​our​ ​slideshows Slides, based​ ​on​ ​the​ ​criteria​ ​outlined​ ​in​ ​the​ ​overview
appropriate​ ​manner”
9th Projector above.
“use​ ​technology​ ​to​ ​support​ ​a​ ​presentation”

Fri Google Summative:​ ​Finished​ ​slideshows​ ​will​ ​be​ ​assessed

Feb Continued​ ​from​ ​last​ ​class Presenting​ ​our​ ​slideshows Slides, based​ ​on​ ​the​ ​criteria​ ​outlined​ ​in​ ​the​ ​overview
16th Projector above