In grade two, students have an opportunity to explore the library’s non-fiction resources when researching information for a science project. There are four main areas in the curriculum: Processes and Skills of Science, Life Science: Animal Growth and Changes, Physical Science: Properties of Matter, and Earth and Space Science: Air, Water, and Soil. I will focus on Life Science: Animal Growth and Changes where units will be developed around the topics of the life cycle of an animal or insect. Students will not only collect, record, and present the information found in books but also from electronic resources found via VSB webcat and the VSB Media Centre.
I have chosen this grade and subject area because:
- it is usually the first entry for elementary students to use non-fiction texts
- resources need to be accessible to all learners
- update resources
- find resources that will include First Nation contributions and knowledge
- previous work experience in science promotion
Grade Level: grade two
Subject Area: science
Major Units/Themes: life cycle of an animal or insect
Curriculum Objectives:
Life Science: Animal Growth and Changes
Prescribed Learning Outcomes:
Prescribed Learning Outcomes:
- classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
- describe some changes that affect animals (e.g., hibernation, migration, decline in population)
- describe how animals are important in the lives of Aboriginal peoples in BC
- describe ways in which animals are important to other living things and the environment
Prescribed Learning Outcomes [It is expected that students will]
& Suggested Achievement Indicators [SWBAT]
& Suggested Achievement Indicators [SWBAT]
It is expected that students will:
• classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
Students who have fully met the prescribed learning outcome are able to:
• describe and illustrate in detail the appearance and behaviour of familiar animals
• identify and compare similarities and differences between animals
• compare and illustrate different types of animal life cycles
It is expected that students will:
• describe some changes that affect animals (e.g., hibernation, migration, decline in population)
Students who have fully met the prescribed learning outcome are able to:
• accurately list a group of animals that hibernate, migrate, or change coat to respond to the conditions encountered in the different seasons
• identify the effects of a decline in a specifi c animal population (e.g., species extinction)
It is expected that students will:
• describe how animals are important in the lives of Aboriginal peoples in BC
Students who have fully met the prescribed learning outcome are able to:
• identify from historical sources how animals were part of the lives of Aboriginal peoples (e.g.., bear: fur for warmth during the winter; grease for cooking and personal care; bones for tools)
• illustrate in detail how animals help to meet the needs of local Aboriginal peoples (e.g., seal oil and meat on the West Coast; eagle feathers in ceremonies)
It is expected that students will:
• describe ways in which animals are important to other living things and the environment
Students who have fully met the prescribed learning outcome are able to:
• make a comprehensive food web of items that can be obtained from a particular animal (e.g., leather, meat, milk)
• identify things that are essential for the survival of an animal (e.g., water, food, shelter)
• with teacher support, illustrate ways in which animals contribute to the environment (e.g., interdependence of food chains; nutrients for soil)
Links:
The complete curricula for Grade Two Sciences can be found in the BC Ministry of Education’s SCIENCE GRADE 2 From Integrated Resource Package 2005:
Vancouver School Board’s Library Catalogue:
Vancouver School Board Media Centre:
