This unit of study focuses on the NEEDS and WANTS Outcome in the Grade 2 Social Studies Curriculum. This unit was developed by Melissa Pellitier during her work as an Intern at Elizabeth School in Kindersley. The curriculum is unpacked, a framework provided as well as a document that can be used in any grade 2 setting.

Grade 2 Social Studies - RW 2.3 lesson 3 (b) Consumer Choices - Notebook File

This lesson shows students how the consumer choices they make affect people elsewhere in the world.

Grade 2 Social Studies - RW 2.3 lesson 4 (c) What Can You do? - Notebook File

This lesson asks students to look at their habits and lifestyles and develop an action plan that will support sustainability.

Grade 2 Social Studies Resources and Wealth (RW2.3-b) Notebook File

This lesson develops an awareness of the issues of child labour in our world.

Grade 2 Social Studies Resources and Wealth (RW 2.3 lesson 1)

This lesson introduces students to the concept of sustainability. The first two pages provide teachers with the outcome, indicators, big ideas, and I Can statement for RW 2.3.

In partners, students researched, illustrated, and recorded a section of our classroom digital storybook about First Nations way of living. Students worked with a partner to research a topic given to them about the Plains First Nations. Various topics such as hunting techniques, transportation, homes, food, clothing, education, recreation, and religion were assigned to the partners to research. Students wrote jot notes using a graphic organizer. Once they finished their research they wrote a descriptive paragraph on their topic. Each partner was then responsible to illustrate a picture that would represent their paragraph that they wrote. Once students had typed up their good copy of their paragraphs, and finished their illustrations they spilt up their paragraph to decide who would read what part. Students rehearsed reading their paragraphs out loud to each other before they recorded their voices on the IPad. As each group was ready to record they then used the IPad to take a picture using the camera of their illustration and uploaded it into the app. Students then recorded their voices using the app.

Four documents to teach the dance strand. Created by Virginia Mireau. Including Teacher version, student handout and assessment criteria.

The following resources include rubrics/statements for Grade 3.

The first resource rubric covers:
- Comprehend and Respond
- Compose and Create
- Assess and Reflect

The second resource is a rubric for writing a personal letter.

The following charts reflect the lessons from the Hands-On Science resource and their matching outcome(s) and indicator(s).
- Unit 1: Growth and Changes in Plants
- Unit 2: Materials and Structures
- Unit 3: Forces that Attract or Repel
- Unit 4: Soils in the Environment

I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.

This assessment goes with the book Treasures of the Deep by Todd Mercer. The first resource is the listening assessment that includes the before, during and after questions. This goes with the CD read aloud. The second resource is the viewing/representing assessment that includes before, during and after viewing.

SOIL is a writing pattern based on the book by Margaret Wise Brown. Read the story and let the kids guess what the important thing about each item is. They all like joining in at the last line. This lesson can be done with any theme. I put this together as a culminating ELA activity for our soil unit.

This is a unit planning frame that could be used to help in creating the road map for teaching the grade 3 social studies curriculum. It was developed in order to give students a background and a framework in FNMI. The unit is divided the unit into Pre-Newcomers and Newcomers. This way the students will develop a better understanding of the FNMI understandings.

My goal this year was to include more opportunities for students to work collaboratively and develop their critical thinking skills at the same time. The example I have chosen for my artifact is an invitation I created for our final Science unit, Rocks and Minerals. I included this invitation in my centers and this allowed students a great deal of time to explore and examine the station independently. The students loved it and it was a very popular place in our classroom! I created the invitation by gathering the rocks and minerals books and materials that we had in our school. Students were then given opportunity just to explore the rocks and minerals station before we even began the unit. Once we began the unit students began to add materials to the exploration station in the classroom.

Summary:
In our split grade of fours and fives, we completed a unit on communication where the
students learned about the different forms of communication: decoders and decoding, signs and symbols, non-verbal communication, First Nations’ oral communication, and the history and evolution of communication. Once we had covered these areas, the summative assignment asked the students to creatively make a new communication tool that may be found in the future.

21st Century Creativity:
This project explored creativity in many ways: to begin, the students created secret messages
for each other and for me; later, they created symbols and signs to indicate something such as a hazard or a danger. Finally, the communication tool project gave the students an opportunity to imagine something never before created that could be used to communicate or to take a tool used today and adjust it in a new way to improve communication.

These 4 documents provide a template to teach the dance strand in grade 4. Created by Virginia Mireau. Teacher Version, Student handout & Assessment.