Please enable JavaScript.
Coggle requires JavaScript to display documents.
Year 2 Learning Activities
a-year-on-our-farm-book-cover-image
A Year…
Year 2 Learning Activities
A Year On Our Farm
By Penny Mathews
ENGLISH
Reading and Viewing
Language
Understand that a sound can be represented by various letter combinations (ACELA1825): Teacher and students re-read the text focussing on locating words containing the long 'e' sound and the different letters that represent that sound (e.g. as in Maria, green, field and easy).
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) Students brainstorm and categorise words related to farming or life in the country.
Literature
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591): Students construct a chronological story map showing the sequence of events during one season represented in the text. Students note the features of the text including time, colours used to portray year, season and place (country or city) and how this impacts the characters.
Compare opinions about characters, events and settings in and between texts (ACELT1589) Students use reading response journals to record their interpretations and opinions of the text before, during and after reading.
-
Writing
Language
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467): As a class, students identify compound sentences in the text (e.g. We’ve given away Socks and Smoky, but we’re keeping Little Tom). Students write their own compound sentences based on the animals in the text.
Literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593):
Students pick a character from the text (e.g. Vanessa the chicken or Maria the cat) and rewrite part of the text from that characters point of view.
Literacy
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate for the audience and purpose (ACELY1671):
The main character in the text wanted a pony. Students choose an animal they would like as a pet and write a persuasive text detailing reasons why they should be allowed to keep their chosen pet.
Speaking and Listening
Language
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468): As a class, students read the text, focusing on locating nouns and identifying the type of nouns located. Students pair up and take turns reading a sentence from the text to their partner. Their partner then has to identify the noun and the type of noun used in the sentence.
Literature
Compare opinions about characters, events and settings in and between texts (ACELT1589): Students and the teacher form a circle on the mat to start a conversation web. The teacher introduces a ball of string and the topic for discussion - e.g. where would you rather live, the country or the city? The ball of string will be thrown about the circle as students take turns to speak.
Literacy
Rehearse and deliver short presentations on familiar and new topics (ACELY1667):
Students prepare an oral presentation on their favourite season, including a description of the season and the reasons why that season is their favourite.
MATHEMATICS
Writing
Name and order months and seasons (ACMMG040): Students create a calendar for the seasons showing the months in each season. To decorate their calendars, students will draw a picture accompanied by a written caption detailing what happens on the farm during each season.
Speaking and Listening
Recognize and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033): Students find a partner and each pair is given a collection of farm animal figurines and a task card (e.g. a quarter of the pigs are being sold to another farm, using the figurines, show how many pigs will be sold). Students work on their given task, discussing thoughts and strategies with their partner.
Reading and Viewing
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050):
Students read a paragraph prepared by the teacher that outlines the number of different animals on a farm. Students use animal stickers or cut outs to create a picture graph to represent this information.
SCIENCE
Speaking and Listening
Participate in guided investigations to explore and answer questions (ACSIS038): Students plant wheat seeds and observe growth under different conditions. Students record daily/weekly observations to discover the best growing conditions and give an oral presentation of their findings to the class.
-
Writing
Living things grow, change and have offspring similar to themselves (ACSSU030): Students go on an excursion to an animal farm and write a recount of their visit including the differences they observed between young animals and fully grown animals.
THE ARTS
Writing
Production of media work conveying a story or a section of a story with character and setting using audio and/or visual techniques (ACAMAM056):
Students write a newspaper article covering a news story based on the text (e.g. winter storm causes chaos on the farm). Students draw a picture to accompany their article.
Speaking and Listening
Use of dramatic action to sequence events communicating an idea, message or story (ACADRM027): Using props, animal actions and voice, students work in groups to produce a short play based on an event from the text. Students present their play to the class.
Reading and Viewing
Use of visual art elements and techniques, to create 2D and 3D artwork, to communicate ideas and messages to an audience (ACAVA108): Students re-read the text focusing on the colours used to represent the different seasons. Students view the four seasons of the Southern Hemisphere video: https://www.youtube.com/watch?v=061ePX3k-hA
Students discuss the different colours that are used to represent each season and create a farm themed artwork showing use of warm and cool colors.