Course Grade 2 Social Studies Grade Level Grade 2

Subject Social Studies Time Frame 80min (9:50am-11:55am)

Arctic Animals Research Project: Pre- Trinh Pham
Title Developed by
research

Stage 1 – Desired Results

General Outcomes
Social Studies
 2.1.1. Appreciate the physical and human geography of the communities studied: Appreciate how a community’s
physical geography shapes identity. Appreciate the diversity and vastness of Canada’s land and peoples.
 2.1.2. Investigate the geography of an Inuit community in Canada. How does the physical geography of each community
shape its identity?
Skills and Processes
 2.S.7 Apply the research process:
o • participate in formulating research questions
o develop questions that reflect a personal information need
o follow a plan to complete an inquiry
o access and retrieve appropriate information from electronic sources for a specific inquiry
o navigate within a document, compact disc or other software program that contains links
o organize information from more than one source
o process information from more than one source to retell what has been discovered
o formulate new questions as research progresses
o draw conclusions from organized information
o make predictions based on organized information
 2.S.8 Demonstrate skills or oral, written and visual literacy:
o prepare and present information in their own words, using respectful language
o respond appropriately to comments and questions, using respectful language
o interact with others in a socially appropriate manner
o create visual images for particular audiences and purposes
o display data in a problem-solving context
o use technology to support a presentation
Science
 2-9.9. Identify materials that insulate animals from the cold; e.g., wool, fur, and feathers; identify materials that are
used by humans for the same purpose.
Science Inquiry: Specific Learner Expectations
 Explore and Investigate: Use, with guidance, print and other sources of information provided. Sources may include
library, classroom, community and computer based resources.
Attitudes: Students will show growth in acquiring and applying confidence in personal ability to explore materials and learn by
direct study. Additionally, they will show a respect for living things and environments, and commitment for their care.

Enduring Understandings/Big Ideas: Essential Questions:

Students will understand:
 An Arctic animals characteristics
 The animal landscape of the geography
 How to use a QR code.
 How to do a research project effectively
 How to write jot notes.
 What are the characteristics of Arctic animals?
Prior Knowledge:
 Students have knowledge of the Arctic from the
Inuit unit.
 Students know that the Arctic is a cold and icy place.
 Lesson Emphasis:
 Using internet resources to get information to fill
out a worksheet.
Knowledge objectives (specific outcomes): Skill objectives (specific outcomes):
Students will know . . . Students will be able to . . .
 How to write and learn new strategies  I can explain the characteristics of my chosen Arctic
to develop their vocabulary. animal
 I can use a QR code to get information for my
research project.
 I can organize my research information neatly.
 I can do an oral research presentation effectively.
Stage 2 – Assessment Evidence (Lesson specific)
Performance Task(s): Students will be introduced to nine different Arctic animals. Each student pairing will be
assigned an animal (approx. 4-6 students per animal) and they will be required to do a research project on it. The
teacher will model the research project and presentation for the students (caribou). A research template will be
provided to students, including a QR code for the websites that students will look at. The teacher will also review to
students how to do a research assignment effectively.

Student Self-Assessments Other Evidence (assessments)

 Students can work with their partners
and see if they could identify the
information needed for their pre-research
sheet.
Stage 3 – Learning Plan
 Pre-assessment: Ask which students remember how
to use a QR code scanner. Ask who has done a
research project, etc.
 Formative Assessment:
a) Look for student understanding when students are
looking at the animal to see which one they are
interested in.
b) Question students on how they are choosing their
animals when doing the selection process.
c) Check student understanding when doing the pre-
research model.
Learning Activity:
The Teacher will… The Student will…..
This column contains the most information because the student will be
the hardest working person in the room [use active verbs].

W Teacher will explain that the The students will be learning about different Arctic animals. This will
The teacher addresses students are going to become help them to deepen their understanding of the Inuit/Arctic landscape.
these questions on zoologists. They must become Additionally, students will be able to develop their skills in research and
behalf of the students: experts in one animal. To oral presentation.
What am I learning? become an expert, they must
Why am I learning this? do their research.
How will I learn? What
do I already know about
this topic? How will I
know I have learned?
H Teacher will hook the Students will be able to choose their own animals and use Ipads to do
The teachers asks: students in by allowing research on their animals.
How will I hook and students to choose their own
hold the students? animal and introducing the
How will I pre-assess task as student based.
student knowledge,
understanding,
misconceptions and
skills to inform
instruction?
E Teacher will model an Students will have time to complete their task and organize. The
How will I equip, allow examples of the caribou. students will also have time to work with their partners and explore the
for exploration and animals.
provide
experience/expertise
for students for the
Performance Task(s)

R Students will be assessing their own work, and their will be an element
How will I rethink, Teacher will assess student of peer assessment as they are working in partners.
reflect or revise? (On- work to see if it needs
going, formative, keep revisement.
coming back as needed)
E Teacher will be assessing Students will be assessed on whether or not they are able to read
What evaluation, that students for understanding of information on the website, and transfer the information onto their
is, assessment for the research project (pre- worksheets. Students will also be assessed on whether or not they
learning and/or research worksheet) could work together well (virtue: acceptance)
assessment of learning
strategies will I collect
and record?

How will students self-

evaluate and reflect on
their learning?
T Teacher has provided a Students will have the example modeled by the teacher. Additionally,
How will I tailor template/worksheet that will students will have peer support to aid them in their research process.
learning to varied help guide students on the
needs, interests, and key information. The students
learning styles? are also partnered up
(Differentiation, strategically for best
accommodation, outcome.
modification)

Learning What the Student does . . .

Cycle
(Include differentiation instruction)
Students will understand that
working in GROUPS mean:
G: Get along
R: Respect Others
O: On task only
U: Use quiet voices
P: Participate
Intro S: Stay in your group
Students will be reminded on how
they need to become experts on
their animal.
Students will be doing a quick
review of the animal types:
carnivore, herbivore and omnivore.
Participate in discussion.
Students will come to the board
and circle with green what they
think the predator is and red who
Activity the prey is.
Prey is what they eat, predator is
what eats them.
Students will be able to see that
there are two website that they
What the Teacher does . . . Time Materials
Teacher will be teaching students about the
GROUPS acronym (Some students were
having a hard time working together).
Remind students the expectation for
working in groups.
Teacher remind students of the Arctic animal
10 min
research project where they are responsible
on becoming an expert on their animal.
Teacher will review the animal types on the
board. Use student participation.
Model the pre-research worksheet with
students.
Discuss with students what prey and
predators are. Write examples on the board. -Ipads
Rats and Snakes 60 mins -Worksheets
Frog and Flies
Trees and deer
Bunny and Fox
Leaves and caterpillars
 can explore. Tell students to look at Show students where to find each piece of
both. information using the toogle so students are
able to see the ipad work.
Students will be engaged in the
discussion and they can seek where Make it into a scavenger hunt, ask which
the lifespan information is for student can see where they lifespan is
reindeer. stated. Discuss what lifespan is if needed.
After modeling with teacher,
students will wait to get their Ipads Fill in the Reindeer worksheet with students.
from the teacher. (Animal group, diet/prey, predator, and life
span)
When students have Ipads, they
can begin working on the first four Begin handing out Ipads.
boxes of the worksheet.
Give student time to fill out their own sheets
Students will flip their sheet and with their partners.
Ipads when they are ready to move
on to the next task. When students are done the first half of the
sheet, ask them to flip their books and IPads.
Students will understand what is an
interesting fact. Tell them that an When most of the class is done, give the
interesting fact could be anything next instruction on an interesting fact.
that they find is cool or new. Interesting fact is something new that you
did not know before.
Students must find two interesting Ex: how fast the animal is, what they look
facts. One of the facts must like.
answer how the animal stays
warm in the cold. (Science) Model the reindeer interesting facts.

Give students time to explore an interesting

fact about the animal.

Introduce the flipbook if time allows it.

Students will hand in their Ipads

and their worksheets to the
teacher. (11:50am) 5-10
Closure Teacher will collect worksheets and Ipads.
mins
Students must finish worksheet
before lunch.
Stage 4 – Reflection
Considerations Comments
Is there alignment between the first 3 I believe there is an alignment between outcomes, performance
stages? assessment and learning experiences in this unit. The lesson plans
and assessment pieces are created to directly assess the outcomes
and the skills. This project will allow students to develop a stronger
understanding of the Arctic landscape, in addition to developing

How has learner differentiation been
addressed?
How does the lesson design include a
variety of teaching experiences that
includes: FNMI, multicultural, and
interdisciplinary activities.
Sources consulted:
Adapted by Jeff Turner (2016) From:
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thous
their skills in research and communication. The assessments will
also allow the teacher to assess speaking and writing benchmark.
For students who need support:
For students who need support the performance task has been built
to be collaborative and the pairing of the students has been created
strategically, where peers will be able to support each other.
Additionally, the students can receive support from teacher as
needed, but students will all receive peer support.
For students who need a challenge:
For students that need a challenge, they will be able to help their
peers in their research project. Additionally, they can have the
task of creating a tellagami if they have extra time..
Indigenous:
The Indigenous aspect could be shown through asking whether
or not the Inuit Peoples used this animal in anyway. If so, how
did they use the animal? Adding that bit will allow students to
think about how the Inuit lived off of the land?
Multicultural: N/A
Interdisciplinary:
The assessment task is Interdisciplinary in terms of Language
Arts, Social Studies and Computers. The task involves learning
about the geography of the Inuit an it included elements of writing
in expository and oral presentation. Additionally, students will
have the aspect of looking online for their research into each
animal. This will expose students to different modes of doing
research