2nd Grade Learning Modules & Benchmarks

GRADE 2 LEARNING MODULES: Sound and Light

Description

Connected Disciplines

Conceptual Understandings

Learning Engagements

Our Action

Plants

Understanding how sound and light are created and modified

Understanding that our actions can have a positive or negative impact on the communities that we are part of

Understanding the basic needs of plants and how they change and reproduce.

Science- Physical Sciences

Social studies- Collaboration and Citizenship

Science- Physical Sciences

Learners understand that: Sound is produced by a range of vibrating sources and the way we sense the sounds (pitch, volume etc) depends on the nature of the vibrations.

Light is produced by a range of sources and can be sensed and used in a variety of ways.

Learners understand that: Rights only work when we also live up to the relevant responsibilities.

Groups can collaborate to make rules but that sometimes they are given by those in authority.

Scarcity of resources means we have to make decisions about how to allocate them and the resulting impact on the communities sharing the resources.

In a group we can help each other to achieve a goal sometimes better than we could on our own.

Leaders have power over a group and that ideally this entails responsibilities to the group.

Learners understand that: Living things (plants) have basic survival needs including food, water and shelter, which are met by their environment (adaptation).

Living things (plants) grow, change and have offspring similar to themselves (life cycles).

Living things (plants) have a variety of external features (classification).

Understanding the properties of sound and light allows us to manipulate these phenomena and interact with them.

Through this unit students explore the phenomena of sound and light and their impact on their environment.

Students are engaged in a range of hands-on experiments that help them develop and test theories about how sound is produced and how volume and pitch are adjusted. They identify sources of light and explore its basic properties.

Learners explore relevant information from direct experiential sources ( eg. observation, experimentation, fieldwork etc.) using strategies such as observing and recording changes They represent information in ways that support meaning-making using numbers, symbols and pictures.

As part of being local and global citizens we have a responsibility to understand how our actions may impact others and the role of collaboration in finding effective solutions and paths forward. Understanding what it means to collaborate and developing our competencies in this area allows us to harness the power of different perspectives in order to achieve the best result possible. Empathy and diverse perspectives play an important role in developing sustainable and authentic solutions to local and global problems and issues. Through this unit students will engage in a design cycle and commit to action and service. Learners will explore relevant information from sources involving other people (eg. texts, interviews etc.).

Plants play an important role in the health of our planet. By understanding how they grow and what they need to survive we can contribute to a healthy planet. As part of this unit students think and act as scientists as they learn about the different parts of a plant and how these features help it survive in their natural habitat. Learners also conduct hands-on experiments to help them understand the effects that changing a variable such as the amount of sunlight or water, would have on a plant.

Students continue to develop their observational skills from prior units to learn about the life cycle of a plant.

RECORD EVIDENCE SYSTEMATICALLY

TRANSFERABLE Research skills:

Learners are able to: re-organize evidence collected from multiple sources in ways that help identify relationships between pieces of information so that patterns, trends and connections can be identified.

REASON ACROSS MULTIPLE EXAMPLES Learners are able to:

TRANSFERABLE Thinking skills:

compare multiple examples / cases / contexts to identify patterns, trends and possible generalizations. apply generalizations in new contexts, considering possibly unique aspects of the context as well as possible misconceptions.

RETHINK UNDERSTANDING Learners are able to: rethink understanding to effectively take account of new information.

END OF GRADE 2 BENCHMARKS:

Mathematics

Operations and Algebraic Thinking: Represents and solves problems involving addition and subtraction Uses addition and subtraction within 100 to solve one- and two-step word problems Adds and subtracts within 20 Recalls addition and subtraction facts within 20 Determines whether a group of objects (up to 20) has an odd or even number of numbers Works with equal groups of objects to gain foundations for multiplication Uses addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; writes an equation to express the total as a sum of equal addends Recalls multiplication facts with fluency Number and Operations: Understands place value Recognizes that the three digits of a three-digit number represent amounts of hundreds, tens, and ones Counts within 1000; skip-counts by 5s, 10s, and 100s Compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form Uses place value understanding and properties of operations to add and subtract Adds and subtracts within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction Mentally adds 10 or 100 to a given number 100-900, and mentally subtracts 10 or 100 from a given number 100900 Sequences three-digit numbers to 1000, identifying the number before or after a given number in this range Measurement and Data: Measures and estimates lengths in standard units Measures the length of an object by selecting and using appropriate tools such as rulers, meter sticks, and measuring tapes Estimates lengths using units of centimeters, and meters Measures to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit Relates addition and subtraction to length Uses addition and subtraction within 100 to solve word problems involving lengths that are given in the same units Works with time and money Tells and writes time from analog and digital clocks to the nearest five minutes, using a.m. and p.m Solves word problems involving dollars and coins Represents and interprets data Draws a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.

Solve simple put-together, take-apart, and compare problems using information presented in a bar graph Geometry: Reasons with shapes and their attributes Recognizes and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces Identifies triangles, quadrilaterals, pentagons, hexagons, and cubes Partitions a rectangle into rows and columns of same-size squares and count to find the total number of them Partitions circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, and describe the whole as two halves, three thirds, four fourths Mathematical Thinking Create mathematical models

END OF GRADE 2 BENCHMARKS: Reading: Accuracy and Fluency - Reads texts accurately and fluently at the following level Reads M level texts accurately Uses a range of strategies to decode text to read (sounding out, skip and return, chunking, decoding of complex spelling patterns) Concepts about Print - Draws on context, phonics and sight words when reading Recognizes a wide range of sight words Comprehension Strategies - Makes meaning of information Uses a range of strategies to comprehend unknown words Retells stories sequentially Responds to and makes personal connections with facts, characters and situations while reading

Literacy

Infers the meaning of unfamiliar concepts, words, and story themes Distinguishes between important information and interesting details Identifies the main purpose of a text, including what the author wants to answer, explain, or describe Generates questions before, during and after reading texts

Writing: Organisation - Structures texts appropriately for the genre & to achieve purpose Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words ( eg. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Write for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose, selecting print and multimodal ( visual and audio) elements appropriate to the audience and purpose.

Use of Vocabulary - Uses a range of appropriate vocabulary to support the purpose of the text Use sentence-level context as a clue to the meaning of a word or phrase Determines the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe

END OF GRADE 2 BENCHMARKS:

Literacy

Grammar & Conventions - Uses developmentally appropriate grammatical structures and conventions Uses articles, collective nouns, irregular plurals and reflex pronouns accurately Controls simple tense, verb groups and subject-verb agreement Uses adverbs and adjectives Produces simple and compund sentences Captialized holidays, product names and geographical locations Uses full stops, question marks, exclamation marks, apostrophes and commas correctly Spells words at a developmentally appropriate level based on the Common Core expectations Writing Processes and Publication With guidance and support from adults and peers focus on a topic, and strengthen writing as needed by revising and editing, such as for spelling, sentence boundary punctuation and text structure With guidance and support from adults, explore a variety of digital tools to produce and publish writing ( including visual

Coding

and audio elements), including in collaboration with peers

Exploring a range of software and tool to develop coding skills and mathematical thinking: Beebots Osmo Lightbot Spritbox