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GRADE 2/3- How does insulation help people and animals from hot and cold…
GRADE 2/3- How does insulation help people and animals from hot and cold temperatures?
Curriculum Links/Activities
ART :art:
TECHNOLOGY :computer:
Use SMART board to generate ideas
Take pictures of student work
Silhouette Calgary Skyline
Abstract Tape Art
Build 3D Clay Structures
Shape Collage (use 2-D shapes to build things or places that need insulation)
foldable 3D objects
Designing/Planning an insulation unit (freezer, tipi, house)
SCIENCE : :female-scientist:
TECHNOLOGY :computer:
Research
Use SMART board for group discussion
Build an insulation chamber
Build a thermometer
How animals prepare for winter
How polar bears use their fur as insulation to keep warm in the winter
Ice cube preservation
Keeping Warm - Hot water measuring
Measure the effects of insulation by comparing the air temperature with the temperature against the body without a coat and the temperature under a coat
Fat insulation: How do animals keep warm?
MATH :memo:
TECHNOLOGY :computer:
Use SMART board for group discussions
Use SMART board for examples of 2-D shapes and 3-D objects
2-D and 3D bingo
Foldable 3D objects
2-D classification Chart
3D classification chart
Geometry Terms 3D objects
Shapes inside Shapes (relating 2-D shapes to 3D objects)
Measuring Thermometer Readings
Using non-standard units to record observations
Using standard units to record observations
Using length, height, and mass to build objects that use insulation
Compare different chambers built. Does the size effect insulation?
Essential Questions Science :female-scientist:
What materials are used to insulate animals?
What types of things use insulation?
What is the purpose of insulation?
What is insulation?
What are insulation chambers?
Why do animals and people need insulation?
What materials work as insulators to either stopping something from losing heat, or stopping something warming up
What is a thermal insulator?
What materials are good insulators?
What materials are bad insulators?
How can people survive in cold or hot temperatues?
What materials are used to insulate people?
How can animals survive in cold or hot temperatures?
How can the size effect insulation units/chambers
What are hot temperatures?
What are cold temperatures?
How can you measure temperature?
Explain the human body temperature?
Describe what temperature is?
Can you explain the safety of hot and cold temperatures?
Experts
Construction Workers- Builders who work with insulation
Zoo Workers (professionals)
Telus Spark Workers (professionals)
Bring in Indigenous Elders
Farmers (talk about food cellars)
Sites
Zoo School
Tinker School
Science School
Nature Walks
Construction sites
Program of Studies
SCIENCE :female-scientist:
Topic D: Hot and Cold Temperatures
Recognize the effects of heating and cooling, and identify methods for heating and cooling.
Identify materials that insulate animals from the cold; e.g., wool, fur and feathers; and identify materials that are used by humans for the same purpose.
Design and construct a device to keep something hot or cold.
Describe the role of insulation in keeping things hot or cold, and identify places where some form of insulation is used; e.g., clothing, refrigerator, coolers, homes.
Describe ways in which temperature changes affect us in our daily lives
"I can... design and construct a device (tipi) to keep cold or hot”
"I can... describe the role of insulation”
I CAN STATEMENT
ART :art:
DEPICTION: development of imagery based on observations of the visual world.
Component 4: MAIN FORMS AND PROPORTIONS: students will learn shapes of things as well as develop decorative styles
Concept: Shapes can be made using different procedures; e.g., cutting, drawing, tearing, and stitching.
Concept: All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
I CAN STATEMENT
"I can... use shapes (objects) can be broken down into basic shapes”
"I can... use shapes to make objects and/or pictures through different procedures”
EXPRESSION use of art materials as a vehicle or
medium for saying something in a meaningful way.
PURPOSE 4: Students will express a feeling or a message
CONCEPT
A. Feelings and moods can be interpreted visually.
CONCEPT
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
"I can... create symbols"
"I can.. express my feelings and mood"
I CAN STATEMENT
MATH :memo:
Grade 2: Shape and Space (3-D objects and 2-D shapes)
General Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them
Specific Outcome:
Describe, compare, and construct 3-D objects including
Cubes
Spheres
Cones
Cylinders
Pyramids
Prisms
Specific Outcome: Describe, compare, and construct 2-D shapes including
Triangles
Squares
Rectangles
Circles
Specific Outcome: Identify 2-D shapes as parts of 3-D objects in the environment.
I CAN STATEMENT
"I can... I can describe, compare, and construct 3-D objects”
"I can... recognize 2-D shapes within 3-D objects in the environment”
Grade 3: Shape and Space (3-D objects and 2- shapes)
General Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them
Specific Outcome: Describe 3-D objects according to the shape of the faces and the number of edges and vertices.
Specific Outcome: Sort regular and irregular polygons, including:
Triangles
Pentagons
Hexagons
Octagons
according to the number of sides
I CAN STATEMENT
" I can... Describe 3-D objects based on shape of faces, and the number of edges, and vertices”
"I can... sort regular and irregular polygons based on their attributes ”
TECHNOLOGY :computer:
Category: Communicating, Inquiring, Decision Making and Problem Solving
General Outcome:
C6 Students will use technology to investigate and/or solve problems.
Specific Outcome:
C6 - 2.1 select and use technology to assist in problem solving
I CAN STATEMENT
"I can... use technology to assist in finding further research”
Category: Foundational Operations, Knowledge, and Concepts
General Outcome:
F1 Students will demonstrate an understanding of the nature of technology.
Specific Outcome:
F1- 2.1 apply terminology appropriate to the technologies being used at this division level
I CAN STATEMENT
"I can... use technology appropriately”
SOCIAL STUDIES
2.1 Canada’s Dynamic Communities
General Outcome:
Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shapes and change Canada’s communities.
Specific Outcome:
Values and Attitudes
2.1.1 appreciate the physical and human geography of the communities studies:
Value oral history and stories as ways to learn about the land
acknowledge, explore, and respect historic sites and monuments
Appreciate the diversity and vastness of Canada’s land and peoples
“I can… value oral history and stories as ways to learn about the land”
“I can… acknowledge, explore, respect historic sites and monuments”
“I can… appreciate the diversity of Canada’s land and peoples”
I CAN STATEMENT
Essential Questions Art :art:
What does overlapping mean?
What are some observations you see at school, in your neighbourhood, globally?
What does viewpoint mean?
What does it mean to show objects in different forms?
What does depiction mean?
What are other viewpoints? (Fish eye, birds eye)
How can your viewpoint change if you just use basic 2-D shapes to draw pictures?
Essential Questions Math :memo:
What are 3D objects?
What is an attribute?
What are 2-D shapes?
What is height?
What is length?
What is mass?
What are non-standard and standard units?
What 3D objects can find inside our class?
What do you use 2-D shapes and 3D objects when building and using insulation?
What are vertices edges and sides?
What are direct and indirect measurements?
What is a net of an object?