G2 Yearly Planner 2019-20

Date Week Unit of inquiry Approaches to Learning Science and Social Studies Genre and Grammar Language Math Tech

Aug 26-30 1 Sharing the planet Research Skills: Science Writing to: Explain Listening: Pattern & Function Ongoing:
Sept 2-6 2 An inquiry into:​ ​rights and -information-literacy skills Earth & Space Purpose: ​To explain how something -Identifies purposes for listening in a variety of situations, formal Conceptual Understandings Responsible Use
(formulating and planning, data -Recognize that solar energy sustains works or how something came to be and informal. -Whole numbers exhibit patterns and relationships that can - Explain and demonstrate compliance with
Sept 9-13 responsibilities in the struggle to
3 share finite resources with other
gathering and recording, ecosystems through a transformation of -Identifies several listening comprehension strategies and use be observed and described classroom, school rules (Responsible Use
Sept 16-19 synthesizing and interpreting, energy Language Features/Grammar them before, during, and after listening in order to understand -Skip counts by 2’s, 5’s, 10’s Policy) regarding responsible use of
4 people and with other living
evaluating and communicating) -Describe the natural features of local and Writes proper nouns with a capital and clarify the meaning of oral texts -Describes Fact families (understands the inverse computers, communications and networks
Sept 23-27 5 things
other environments letter ONGOING relationship between addition and subtraction) – -Identify possible age-appropriate
Central Idea:​ All living things
Sept 30-Oct4 6 -Media-literacy skills (interacting Living things -Recognizes that capital letters signal Uses interaction skills, including listening while others speak, commutative, and associative properties. consequences of inappropriate use
depend on each other for
with media to use and create ideas -Describe the natural features of local and proper nouns, commas separate turn taking, and responding with questions or comments relating Number -Demonstrate safe digital sharing practices,
Oct 7-11 7 survival.
and information) other environments items in lists, and quotation marks to the topic of conversation Conceptual Understanding recognition of the potential public exposure of
Oct 14-18 Lines of inquiry:
8 Ways to classify animals
-Analyze ways in which humans and identify direct speech Speaking:​ ​Experiments with different speaking behaviors in -The base 10 place value system is used to represent shared digital files and appropriate email
animals use the natural environment Contextual Understanding informal settings, e.g. proximity, eye contact, volume numbers and number relationships. etiquette
Connections between living Ethical use of media/information
-Identify or generate a question or problem -Includes elements of informational Reading: -Counts by 1, 2, 5, 10, 25, 100 past 1000, and back. -Demonstrate self-control when using
things (understanding and applying social
to be explored in relation to human impact texts in their own writing such as title, Phonics review -Orders and compares to 100 computers (e.g. staying focused on the task
What living things need for and ethical technology)
on the local environment contents Knows the difference between a consonant and a vowel -Estimates quantities and putting the device away when asked)
survival in a habitat
-Describe the interactions of living things -Explains why people or ideas are ONGOING Privacy & Safety
The threats to balance and Thinking Skills:
within and between ecosystems represented in a particular way when -Recognizes and uses most letter combinations including -Explain that a password helps protect the
survival Critical-thinking skills (analysing and
-Examine interactions between living things composing information texts consonant clusters and vowel combinations privacy of information and understand that
Key Concepts: ​Connection, evaluating issues and ideas)
and nonliving parts of the environment ONGOING -Seeks information in books school-related passwords should not be
Responsibility
I-nvestigate and record the conservation of -Writes to communicate to an -Identifies authors and illustrators in a variety of texts shared with anyone other than parents or
Related Concepts: Reflection/metacognitive skills
energy in ecosystems intended audience -Uses ending sentence punctuations when reading teachers
Interdependence (reconsidering the process of
-Analyse the effects of changing a link in a -Talks about the purpose of a piece -Notices features of texts – table of contents, captions, page
Learner profile: ​Principled, leaning)
food web of writing and the ideas that need to numbers Keyboarding
Caring
-Explain how human activities can have be included -Use correct hand/finger positions while typing
positive or adverse effects on local and Writing -Gain proficiency and speed in typing
other environments (for example, waste Knows that nouns represent people, places, things and begins
disposal, agriculture​ ​& industry). to sort into different categories Basic Operation:
Social ONGOING -Use a web browser to access teacher directed
Human & Natural Environments, Uses an increasing range of strategies to spell unknown words. web sites (e.g. informational and interactive
Resources & the Environments E.g. chunking, sounding out, using visual memory (cut from websites, educational videos, finding images to
-Describe the natural features of local and reading as it is writing use in other works, etc.)
other environments Internet and Networking
-Analyse ways in which humans use the -Use a web browser to access and use
natural environment (for example, age-appropriate online tools (e.g. informational
recreation, settlements​) and interactive websites, educational videos,
finding images to use in other works, etc.
-Be able to log into websites or apps that
require a username and password
Oct 21-25
Oct 28-Nov1 9 How we express ourselves Social Skills: PSPE Identity: Writing to: Entertain Listening: Shape & Space B​asic Operation:
Nov 4-8 10 An inquiry into:​ ​the ways in which Developing social-emotional skills -Reflects on inner thoughts and self-talk. Purpose:​ To entertain and provoke Demonstrates an understanding of the information and ideas in Conceptual Understanding -Create a document in Google Drive using
Express hopes, goals and aspirations. and emotional or empathetic oral texts by retelling the story or restating the information, -Shapes are classified and named according to their teacher created folder structure
we reflect on, extend and enjoy
Nov 12-15 11 our creativity; our appreciation of
Communication Skills: Interactions: response from the audience. including the main idea and interesting detai​l properties -Use icons (e.g., share button, Open In, trash
Exchanging-information skills -Recognize the different group roles and Language Features/Grammar Speaking -Sorts, describes and labels simple 2D shapes including can, formatting buttons) to perform commands
Nov 18-22 12 the aesthetic
(listening, interpreting, speaking) responsibilities. -Identifies and uses (descriptive – -Tells a story or recounts an experience with basic facts and regular polygons such as equilateral triangles, Basic Troubleshooting:
Nov25-29 13 Central idea: ​The arts allow us
-Reflect on the process of achievement and color, shape, size, feelings, quantity descriptive details, speaking audibly in coherent sentences quadrilaterals such as square, rectangle, rhombus, circle, -Students need to be able to organize and
to share and interpret emotions
Dec 2-6 14 Literacy skills (​Reading, writing value the achievement of others etc.) adjectives -Chooses a variety of appropriate words and phrases to pentagon locate documents within a specific storage
Lines of Inquiry:
and using language to gather and -Identifies, sorts and uses verbs communicate meaning accurately and engage the audience -Sorts, describes and labels simple 3D shapes including device (Google Drive, iCloud)
Different art forms and how they
communicate information) -Recognizes that quotation marks Reading cube, cone, sphere and pyramid -Reboot the computer
express emotion
identify direct speech -Reads aloud and begins to use expression. -Sketches/draws 2D shapes such as square, rectangle, Word Processing:
How we each experience and
ONGOING -Identifies some text features and explain how they help readers circle, triangle with attention to their attributes -Use a word processing application to write,
respond to the arts Thinking Skills:
-Identifies verbs that distinguish understand texts -Uses the terms line, edge, corner and parallel lines to edit, and save simple assignments.
The way in which stories share Creative-thinking skills (generating
present, past or future. -Identifies initially with support, the speaker and point of view describe shapes Multimedia Presentation:
emotional experiences/events novel ideas and considering new
-Uses and experiments with presented in a text and suggests one or two possible alternative -Describes the relationship and connection between 2D Create a simple digital drawing (e.g. using
Concepts: ​Form, Perspective, perspectives)
vocabulary choices to suit purpose perspectives and 3D shapes Paper by FiftyThree or SketchBook Express)
Related: ​Interpretation
and audience -Expresses personal thoughts and feelings about what has been
Learner Profile: ​Risk-Takers, Self Management Skills:
Contextual Understanding written Conceptual Understandings
Inquirer States of mind (Mindfulness,
-Explains why characters or events Writing -Some shapes are made up of parts that repeat in some
perseverance, emotional
are represented in a particular way Draws upon semantic, graphophonic and syntactic knowledge way
management, self-motivation,
when composing literary texts when writing, e.g. text organization, word order -Recognises symmetrical patterns and designs in the
resilience)
Includes the elements of a story in environment
their own writing -Creates simple symmetrical designs
-Talks or draws as a means of -Describes and/or represents mental images of objects,
planning before writing patterns, and paths using terms such.
-Begins to proofread and edit own -Describes and/or represents mental images of objects,
writing when directing e.g. editing patterns, and paths using terms such
words adding punctuation
Number
 -Uses a small range of strategies Conceptual Understanding
throughout the writing process e.g. -The base 10 place value system is used to represent
self-questioning numbers and number relationships
-Creates a published text that is -Models numbers using base ten blocks
beginning to reflect the intended -Knows most addition and subtraction facts for single
purpose digits. (0-9).

Dec 9-13 15 Who we are Thinking Skills: PSPE (Active Living)

Writing to: Instruct
Listening: Data Handling Multimedia Presentation:
An inquiry into:​ ​personal, Critical-thinking skills (analysing and -Recognize the importance of regular -Identifies, initially with support and direction, who is speaking in Conceptual Understanding -Create an explainer video to demonstrate an
Purpose: ​To provide steps or
Dec 16-20 16 physical, mental, social and evaluating issues and ideas) exercise in the development of well-being
specific instructions to guide an
an oral text, and demonstrates an understanding that the -Information can be expressed as organized and structured understanding of a process (e.g. using Explain
spiritual health -Reflect on the interaction between body speaker has his or her own point of view data Everything)
Dec 23-27 Creative-thinking skills (generating systems during exercise
action or behavior
Speaking: -Data can be collected, organized, displayed and analyzed -Create a digital photo (e.g. using the Camera
Central Idea: ​Routines and Features/Grammar
Dec habits affect our health and how novel ideas and considering new -Be aware that the body’s capacity for -Presents simple spoken texts using basic text structures in in different ways Creates pictographs and bar graphs of app)
perspectives) movement develops as it grows Identifies verbs that distinguish logical sequence, e.g. description, instruction, recount. real objects, and interpret data by comparing quantities (> -Use crop and color/exposure adjustment tools
30-Jan3 our body functions present, past or future​.
Jan 6-10 Lines of inquiry: -Identify healthy food choices -Plans and delivers short presentations, providing some key < =) with a photo (e.g. using the Camera app)
Self Management Skills: -Communicate their understanding of the Contextual Understanding details in logical sequence -Collects, displays, and interprets data for the purpose of -Create a simple audio recording
Nutrition and how it helps our -Writes multi-step directions with
Jan 13-17 17 bodies need for good hygiene practices -Identifies a few strategies that are helpful before, during and answering questions.
States of mind (Mindfulness, Health introduction and conclusion after speaking -Estimates sums and differences, by rounding to the
Jan 20-24 18 The components of a balanced -Includes elements of informational
lifestyle perseverance, emotional -Examine food guides and recommended -Plans and delivers short presentations, providing some key nearest 10
Jan 27-31 19 Habits and routines we can management, self-motivation, portions of food texts in their own writing such as title, details in logical
contents etc.
Feb 3-7 20 change to improve our health resilience) -Discuss the causes and effects of Reading Measurement
Learner profile:​ Reflective, proper/improper rest and exercise -Identifies the main idea and some additional elements of texts. -Estimates, measures and compares lengths of time:
Feb 10-14 21 -Identify and practice desirable habits: -Determines the meaning of words and phrases in a text second, minute, hour, day, week and month
Balanced
Key Concepts: ​Causation, exercise, rest, cleanliness, and nutritional relevant to a Grade 2 subject or subject area​. -Reads and writes time to the hour, 1/2hour, 1/4 hour and
Responsibility meals. ONGOING quarter to
Related Concepts: ​Balance -Understand why rest is important in -Recognizes simple organizational patterns in texts of different -Uses years and months to measure time
keeping us healthy types, and explains, initially with support and direction, how the
-Name and identify healthy foods. patterns help readers understand the texts (e.g., numbered Numbe​r
-Show awareness of size, height and steps help the reader follow a procedure or set of instructions Conceptual Understanding
weight. correctly) -Number operations can be modelled in a variety of ways.
Science Writing -Counts by 100 past 1000, and back.
Living things -Uses and experiments with vocabulary choices to suit purpose -Orders and compare numbers to 500
-Recognize and describe that living things, and audience. -Reads, writes, whole numbers up to or​ ​beyond 1000
including humans, need certain resources -Develops, uses and refers to word banks. -Writes numbers to 1,000 in expanded form
for energy and growth -Begins to use dictionary. -Recognizes and orders money (local and international)
-Identify the major food groups and be -Knows common antonyms and synonyms for frequently used according to its value
aware of the role they play in human words. -Combines different denominations to equal a target
development See Genre number (such as 100).
-Counts combinations of notes and coins

Pattern & Function

-Identifies odd and even numbers/quantities and can
determine if a group of objects to 20 has an odd or even
number

Feb 17-21
Feb 24-28 22 Communication Skills: Writing to: Instruct Listening Multimedia Presentation:
How the world works ICT skills (using technology to Science Purpose: ​To provide steps or Measurement -Create a digital photo (e.g. using the Camera
-Uses stated and implied information and ideas in oral texts to
March 2-6 23 An inquiry into:​ t​ he natural world gather, investigate and Forces & Energy specific instructions to guide an make simple inferences and reasonable predictions, and
Conceptual Understanding
app)
communicate information) -Identify different types of forces action or behavior -Objects and events have attributes that can be measured
March 9-13 24 and its laws;​ ​how humans use -Explain how some forces work
supports the inferences with evidence from the text
using appropriate tools
Features/Grammar
their understanding of scientific -Explain how a force acts on an object -Estimates, measures, and sequences objects using
March 25 principles
Research Skills:
-Provide examples of how forces work in
Identifies verbs that distinguish Reading
standard units (length, mass, capacity, money,
16-20 Information-literacy skills present, past or future​. -Uses mid-sentence punctuation when reading
Central Idea: ​Forces affect the (formulating and planning, data our daily lives Contextual Understanding temperature, and area) to solve various problems
March 26 -Uses strategies such as self-correcting, pausing, re-reading
way that objects move. gathering and recording, -Plan and conduct experiments that show -Writes multi-step directions with -Chooses and uses appropriate measuring tools
passages and substituting words to maintain reading
23-27 Lines of inquiry: synthesizing and interpreting, how a force works introduction and conclusion -Begins to recognize base words and removes prefixes and
-Measures to determine which is longer/shorter and
Different ways in which objects evaluating and communicating) -Includes elements of of informational expresses the difference using the standard unit of length
suffixes to break down words
can move. (acceleration, rotation) texts in their own writing such as title, -Describes measures that fall between numbers on a scale
The different types of natural Media-literacy skills (interacting with contents etc. and/or number line
forces media to use and create ideas and
The methods that scientists’ use information) Measurement
Concepts: ​Causation Function -Estimates, measures and compares lengths of time:
Related Concepts: ​Prediction Thinking Skills: second, minute, hour, day, week and month
Learner profile: ​Inquirer, Transfer skills (using skills and -Reads and writes time to the hour, 1/2hour, 1/4 hour and
Reflective knowledge in multiple context) quarter to
-Uses years and months to measure time
S​elf Management Skills: Number
Organization skills (managing time Conceptual Understanding
and tasks effectively) -Number operations can be modelled in a variety of ways
-Adds and subtracts within 100 using strategies based on
place value, and/or the relationship between addition and
subtraction

Pattern & Function

Counts by 25’s, 100’s, 1,000’s
March 27 How we organize ourselves
30-April 3 An inquiry into:​ ​the
April 6-10 28 interconnectedness of
human-made systems and
April 13-17
communities;​ ​economic activities
and their impact on humankind
and the environment
Central Idea​: People process
natural resources in order to
produce the foods we eat.
Lines of inquiry:
Natural resources used for food
The process and stages of food
production
The advantages and
disadvantages of food
distribution
Key Concepts​: Change,
Connection
Related Concepts: ​Production,
Distribution
Social Skills:
Developing positive interpersonal
relationships and collaboration skills
(using self-control, managing
setbacks, supporting peers
Research Skills:
Media-literacy skills (interacting with
media to use and create ideas and
information)
Thinking Skills:
Critical-thinking skills (analysing and
evaluating issues and ideas)
Self Management Skills:
Organization skills (managing time
and tasks effectively)
Social (Human systems & economic
activity):
-Identify natural resources
-Describe the Stages of Food Processing:
in a food system such as grow, Farm,
Warehouse, Factory, Transportation,
Stores.
-Students explored: processes with each
Stage of Food Processing.
-Describe how various people participate in
the food system
-Discuss the advantages and
disadvantages of importing/exporting food
products
-Describe the process and the resources
used in the production of everyday items.
Writing to: Describe
Purpose:​ To​ ​provides a detailed
description of various components of
the topic. (Transdisciplinary
Connection)
Language ​Features/Grammar
-Identifies and uses (descriptive –
color, shape, size, feelings, quantity
etc.) adjectives
-Writes compound sentences by
using conjunctions such as ‘and, as,
but, or, because’
-Begins to identify adverbs and
begins to distinguish those that
answer ‘how, when, where and why’.
Contextual Understanding
ONGOING
Explains why people or ideas are
represented in a particular way when
composing information texts
Listening:
-Uses stated and implied information and ideas in oral texts to
make simple inferences and reasonable predictions, and
supports the inferences with evidence from the text
-Extends understanding of oral texts by connecting the ideas in
them to their own knowledge and experience
Speaking:
-Participates in collaborative conversations with diverse partners
about topics
-Recounts or describes key ideas or details from a text read
aloud or information presented orally
Reading
-Identifies some simple elements of style, including voice and
word choice, and explains, initially with support and direction,
how they help readers understand texts
-Recognizes and reads silent letters and sounds (lamb, light).
Writing
Explains the purpose and audience of a small range of text
forms
Measurement
Slideshow Presentation:
-Estimates, measures, and sequences objects using
-Create, edit and format text on a slide
-Create a series of slides and organize them to
standard units (length, mass, capacity, money, present research or convey an idea
temperature, and area) to solve various problems
-Copy and paste or import graphics; change
-Chooses and uses appropriate measuring tools their size and position on a slide
-Measures to determine which is longer/shorter and Citing Works:
expresses the difference using the standard unit of length -ownership rights of all manually and digitally
-Describes measures that fall between numbers on a scale created information, and cite sources
and/or number line accordingly
Measurement
-Estimates, measures and compares lengths of time:
second, minute, hour, day, week and month
-Reads and writes time to the hour, 1/2hour, 1/4 hour and
quarter to
-Uses years and months to measure time
Number
-Reads, writes, whole numbers up to or beyond 10,000
-Orders and compares numbers to 10,000
-Adds and subtracts within 1000 using concrete models, or
drawings, and strategies based on place value, and/or the
relationship between addition and subtraction (composing
and decomposing)

April 20-24
April 29 Reading Pattern & Function -
27-April 30 -Identifies some simple elements of style, including voice and -Writing numerical expressions to match number stories
word choice, and explains, initially with support and direction, -Uses words and symbols to describe and write rules for
May 4-8 30 how they help readers understand texts functions involving addition and subtraction
May 11-15 31 -Recognizes and reads silent letters and sounds(lamb, light).
Writing
-Explains the purpose and audience of a small range of text
forms
May 18-22 32 Where we are in place and time Communication Skills: Social Studies (Continuity & Change Writing to: Describe
Listening: Data Handling (Probability)
An inquiry into:​ ​orientation in Exchanging-information skills through Time) Purpose:​ To​ ​provides a detailed
Identifies several listening comprehension strategies and use Conceptual Understanding
May 25-29 33 place and time; the relationships
(listening, interpreting, speaking Analyse various primary and secondary description of various components of
them before, during, and after listening in order to understand -Some events in daily life are more likely to happen than
sources as a way to find out about the past the topic. (Transdisciplinary
June 1-5 34 between and the
ICT skills (using technology to Connection) and clarify the meaning of oral texts others.
interconnectedness of individuals Speaking -Identifies and describes the chance of an event
June 8-12 35 and civilizations, from local and
gather, investigate and Describe how historical artifacts are Language ​Features/Grammar
Asks and answers questions about what a speaker says in order happening. (impossible, likely, certain, unlikely
communicate information) evidence of past events and can be used to Identifies and uses (descriptive –
June 15-17 36 global perspectives
analyze change over time color, shape, size, feelings, quantity to deepen understanding of a topic or issue Number
Central Idea: ​We can Conceptual Understanding
Research Skills: etc.) adjectives
understand the past by looking at Reading -The operations of addition, subtraction, multiplication and
Information-literacy skills Writes compound sentences by using
the evidence in the present. -Demonstrates understanding of text by retelling the story or division are related to each other and are used to process
(formulating and planning, data conjunctions such as ‘and, as, but,
Lines of inquiry: restating information from the text, including a few interesting information to solve problems
gathering and recording, or, because’
Ways of knowing the past details -Adds and subtracts within 1000 using concrete models, or
synthesizing and interpreting, Begins to identify adverbs and begins
(primary & secondary sources) -Identifies several reading comprehension strategies and uses drawings, and strategies based on place value, and/or the
evaluating and communicating) to distinguish those that answer ‘how,
Interpreting artifacts them before, during and after reading to understand texts relationship between addition and subtraction (composing
when, where and why’.
Concepts: ​Change, Reflection missing and decomposing)
Thinking Skills:
Related Concepts: -Uses picture cues, graphophonic cues, semantic and syntactic -Uses arrays and models to represent word problems
Transfer skills (using skills and
Interpretation cues to construct meaning involving multiplication and division
knowledge in multiple context)
Learner profile: ​Communicator -Recognizes and knows the symbolic notation for the 4
operations
Fractions - Conceptual Understandings
-Fractions are ways of representing whole-part
relationships
-Models and names simple fraction relationships of equal
parts of a whole or region.
-Names some equivalent names for ½ (decimal and
percentage).