Sample 2: Grades 2 to 3

Topic:

Prescribed Learning Outcomes:

Applications of Social Studies

• collect and record information from a variety of sources and experiences
• organize information into sequenced presentations that include a beginning, middle, and end

Society and Culture

• describe the historical development of various BC communities
• demonstrate awareness of British Columbia's and Canada's diverse heritage

Environment

• create and interpret simple maps using cardinal directions, symbols, and simple keys
• identify and describe major landforms and water bodies in British Columbia and Canada

Overview

Planning for Assessment and Evaluation

• The teacher invited members of the local community to present information related to their personal experiences living in the community. The guests also described changes they had witnessed over the years. After the presentations, the class identified and recorded important local historical events using a timeline.
• Students collected maps, pictures, and other representations that showed their community at various times. They used these to illustrate the class timeline.
• The teacher then arranged for students to visit a local museum. During the visit, students used structured recording sheets to guide their observations and to record information on the origin of the local community and ways it has changed over time. They revised their illustrated timeline to include information they had found.
• To find out more about their community in the present day, students conducted research using library materials and available technology (e.g., the Internet, CD-ROMs). They also watched videos about the community and collected information from the visitor's bureau and the chamber of commerce. They recorded their research information on class charts, using headings such as: Resources, Population, Housing, Important Structures, Industry, Landforms, and Recreation. As they discussed and recorded their findings, the teacher referred them back to the historical timeline and prompted them to talk about how the community had changed.
• Students collected maps and other representations of the landforms and water bodies in their community as well as aerial photographs. The teacher then organized the class into groups and assigned each group a part of the community or surrounding area to represent in a relief map made with flour and salt dough. Students used various recycled materials to create buildings, main streets, water bodies, landforms, and important landmarks. Students painted their maps and displayed them in the classroom.
• Using their resources, students brainstormed things they thought would be different in 50 years (e.g., use of individual hovercraft, every home and business connected via computer, more elderly people). They reviewed the list to decide which changes were most likely, and they gave reasons for their choices.
• As a class, students selected five major changes to represent on their maps and showed what impact the changes would have. Then they created a timebox in which they placed their predictions, and they buried it on the school grounds for excavation in five years time.
• The class then participated in discussions related to totem poles and coats of arms and how they might be used to represent historical events. Students identified symbols in their own community and brainstormed others that might represent various important events or features.
• Students created their own symbols and, in a language arts activity, wrote legends that included these symbols. Then they created coats of arms or totem poles to represent the history of their community.
• The teacher organized the class into groups of two or three. Each group chose one aspect of the community (e.g., population, an industry, recreation, a specific area such as downtown) and prepared a presentation to examine it:
  • historically
  • as it is now
  • as it might be in 50 years Before students began their work, the class decided that each presentation should include:
  • a poster or chart with one column for each time period (Past, Present, Future)
  • a visual representation (a map or picture) for each time period
  • an oral explanation of the chart and visual

Defining the Criteria

Ongoing Observations

• select and record relevant information from a variety of sources and experiences
• sequence events chronologically
• accurately identify and record important historical events
• make logical interpretations from oral, visual, and written sources
• show awareness of the diverse heritage of their community
• interpret and create simple maps of their community

Group Presentation

• include an appropriate opening and conclusion
• include a chart showing important past, present, and future events or features
• provide an explanation of the chart that is clear and easy to follow
• include relevant and accurate information about the contributions of different groups of people in the "Past" column
• provide speculations about the future that are logical and based on knowledge of the past and present
• provide a map or other visuals that are clear, accurate, and focussed on important features

Assessing and Evaluating Student Performance

Ongoing Observations

Group Presentation

Key: 4­Outstanding
     3­Confident
     2­Developing
     1­Undeveloped

Previous Page Next Page

  BC Ministry of Education Home Page