Grade+2+PIA

=Partners in Action: Grade 2 Air and Water=

This space is mainly for Gidget, Jayne and Michelle to work out the details of the Partners In Action collaboration. Others are welcome to comment or make suggestions.

**__Assessment:__**
Dioramas due Friday, March 13th Quiz Friday, March 6th //Environmental Health Video //Response March 2 //All About the Water Cycle // Video Response March 3

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2s62 - 2.7 use a variety of forms to communicate with different audiences for a variety of purposes (e.g., create posters or media ads that encourage care and concern for water and air in the community) This is actually the science exp., not language, so I moved it up. GD =====

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2s65 - 3.3 - describe ways in which living things, including humans, depend on air and water (e.g., most animals, including humans breathe air to stay alive; wind generates energy, disperses seeds; all living things need to drink or absorb water to stay alive; water is used for washing and bathing, transportation, energy generation) JH =====

[[file:Grade 2 Language.pdf]
==== Oral Communication =

= 2e5 Active Listening Strategies - 1.2 demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations (e.g., restate what the speaker has said and connect it to their own ideas;) =

= 2e13 Purpose - 2.1 identify a variety of purposes for speaking (e.g., to ask questions or explore solutions to problems in small-group and paired activities) =

= 2e15 Clarity and Coherence - 2.3 communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns =

= 2e17 Vocal Skills and Strategies - 2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately =

= =

= Writing =

= 2e50 Research - 1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources =

= (e.g., from discussions with family and friends.) =

= 2e58 Point of View - 2.5 identify, initially with support and direction, their point of view and one or more possible different points of view about the topic =

= 2e60 Revision - 2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences to prsent information in a more logical sequence; adding linking words to connect ideas) =

= 2e67 Proofreading =

= 2e69 Producing Finished Works - 3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectation =

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= Media =

= 2e85 - Purpose and Audience 3.1 identify the topic, purpose, and audience for media texts they plan to create =

= 2e88 - Producing Media Texts 3.4 produce media texts for specific purporses and audiences... =

= JH //- It's a lot of curriculum but I think this will help.// =

__Resources:__DVDs MC has ordered from Media Resources:(arriving or getting sent to us Feb 19) Environmental Health 700597,DV - about all types of pollution, including air and water polution. Response sheet done.All about the water cycle 700530,DV I have made up a response sheet for this DVD. It's great.  People and the environment (older - might not be great) I am sending this one back, it was far too advanced for grade 2/3. Transportation: Traffic, Fuel Consumption and Air Pollution 700620,DV Bill Nye I am sending this one back, it was far too advanced for grade 2/3.

These DVD's look really good. I'll pull what I can find on air and water pollution from the library.
== JHmc ** I am working on putting this unit together with an Understanding By Design Template. I will post it to our Wiki when I figure out how to do it. Also I wasn't sure how to cut and paste curricula from the OSLA Information Studies Guide. ** ==  Here is what we discussed at our meeting on Thursday, February 26th:
 * JHmc

Jobs: Jayne: ** Michelle: <span style="color: rgb(128,0,128);">Gidget: <span style="color: rgb(128,0,128);">
 * <span style="color: rgb(128,0,128);">Book computer lab in the library for the next two weeks.
 * <span style="color: rgb(128,0,128);">Find out what the research expectations are for grade 2 and grade 3
 * <span style="color: rgb(128,0,128);">Make response sheet for the video. This is done, I have made a response sheet for the two videos that were appropriate. The other two will be returned.
 * <span style="color: rgb(128,0,128);">Make a quiz for Friday, March 6th (I will have to do this Thursday night based on our lessons).
 * <span style="color: rgb(128,0,128);">Make words and word cards for an sorting activity that kids will do Monday, March 2 and again either this Friday or at the end of the unit.
 * Bring in movie for March 17th.

<span style="color: rgb(128,0,128);">Our plan is to meet from 9:00-10:20. Here is an outline of what we were planning: First Day (Day 6) - Monday, March 2nd: <span style="color: rgb(128,0,128);"> Second Day (Day 1) - Tuesday, March 3rd: <span style="color: rgb(128,0,128);"> SKIP Wednesday, March 4th <span style="color: #000aff; font-family: Arial, Helvetica, sans-serif;">Should we be teaching some lessons on this day? Even if it is the same lessons in our own classroom. GD Third Day (Day 3) - Thursday, March 4th: <span style="color: rgb(128,0,128);"> Fourth Day (Day 4) - Friday, March 6th: <span style="color: rgb(128,0,128);"> Sixth and Seventh Day (Day 5 and 6) - Monday, March 9th and Tuesday, March 10th <span style="color: rgb(128,0,128);"> Catch up day: Send only those kids that aren't finished to work with Jayne on Wednesday, March 11???
 * <span style="color: rgb(128,0,128);">Kids do the word sort to activate prior knowledge and for us to assess what they already know.
 * <span style="color: rgb(128,0,128);">Introduce concept of Diorama and explain final task.
 * <span style="color: rgb(128,0,128);">Watch "Environmental Health" and do follow up worksheet.
 * <span style="color: rgb(128,0,128);">Model Writing: Make jot notes from a text and show kids how to determine important ideas.
 * <span style="color: rgb(128,0,128);">Kids copy out the ideas that they think will be useful for their research/diorama
 * <span style="color: rgb(128,0,128);">Watch "All about the water cycle" and do follow up worksheet
 * <span style="color: rgb(128,0,128);">Watch Michelle's video from last year about the water cycle.
 * <span style="color: rgb(128,0,128);">Shared Writing: Make jot notes with the help of the kids. IT would be good here to use Smartboards. Perhaps groups should be split up between three classes and relevant pages scanned.
 * <span style="color: rgb(128,0,128);">Kids copy out the ideas that they think will be useful for their research/diorama
 * **<span style="color: rgb(128,0,128);">Make a list of diorama topics. Have students select a focus.
 * <span style="color: rgb(128,0,128);">Kids then are put into groups and teachers help kids create jot notes and start planning diorama
 * <span style="color: rgb(128,0,128);">Students should leave this day with a topic for the diorama, a few air/water/enviro concepts they have learned and recorded on paper
 * <span style="color: rgb(128,0,128);">In groups, students further research their topic with the help of the three teachers.
 * <span style="color: rgb(128,0,128);">Each teacher could present a mini lesson on a particular expectation and kids could rotate through. The test Friday could be based on this rotation.
 * <span style="color: rgb(128,0,128);">Quiz
 * <span style="color: rgb(128,0,128);">Have kids make a list of what they need for their diorama
 * <span style="color: rgb(128,0,128);">Have them go home over the weekend and start collecting items that are no available to school
 * <span style="color: rgb(255,0,0);">We should have a note going home about this!
 * <span style="color: rgb(128,0,128);">Assembling Dioramas and helping kids write out their mini research to go with it.

Thursday March 12 - Dioramas Due (Jayne away, not meeting with classes)

Friday, March 13th:
 * <span style="color: rgb(128,0,128);">Gallery Walk: Kids could tour around and leave sticky notes with comments about what they like. <span style="color: rgb(255,0,0);"> <span style="color: rgb(255,0,0);">We could go around and assess using a rubric (but this will have to be made.) **
 * <span style="color: rgb(128,0,128);">Watch Arctic Tale movie in PM - Gidget to bring in.