Social Science
Grade 2: Canada and World Connections: Features of Communities Around the World |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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demonstrate an understanding that the world is made up of countries,
continents, and regions and that people's lifestyles may differ from country
to country; |
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use a variety of resources and tools to gather, process, and communicate
geographic information about the countries studied; |
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explain how the environment affects people's lives and the ways in which
their needs are met. |
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Specific Expectations |
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Knowledge and Understanding |
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recognize that the world is made up of countries, continents, and regions,
including Canada in the continent of North America; |
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demonstrate an understanding of the relationship between location and climate
(e.g., warmer climates occur near the equator); |
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describe some similarities and differences in the ways communities around the
world meet their needs (e.g., with respect to food, clothing, shelter,
recreation); |
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identify similarities and differences (e.g., in food, clothing, homes,
recreation, land use, transportation, language) between their community and a
community in another part of the world. |
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Inquiry/Research and Communication Skills |
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ask questions and use factual texts (e.g., illustrated dictionaries and
encyclopedias) to obtain information about communities around the world; |
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interpret data and draw simple conclusions (e.g., establish connections
between climate and clothing, or among artefacts, games, and celebrations); |
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sort and classify information using more than one criterion (e.g., how
environment affects the ways needs are met); |
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use appropriate vocabulary (e.g., globe, model, distance, sphere, hemisphere,
culture, countries, equator, North Pole, South Pole) to communicate the
results of inquiries and observations about communities around the world. |
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Map, Globe, and Graphic Skills |
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recognize and use pictorial symbols (e.g., for homes, roads), colour (e.g.,
blue line/river), legends, and cardinal directions (i.e., N, S, E, W) on maps
of Canada and other countries; |
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identify the earth as a sphere and half the earth as a hemisphere; |
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demonstrate an understanding that the globe is a model of the earth; |
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find the equator and the poles on a map and/or globe; |
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locate on a globe or map their local community in Ontario; Canada; and the
various countries and continents studied; |
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construct and read a variety of graphs, charts, diagrams, maps, and models to
clarify and display information (e.g., make graphs to compare the homes in
various world communities). |
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Application |
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present information about children around the world (e.g., country of origin,
language, food, clothing, homes, games); |
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compare how people living in different climates (e.g., near the poles and
near the equator) meet their needs for food, shelter, clothing, and
recreation. |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.