Grade: 2 Subject: Science Biology Big Idea #1: Life Cycles – Big Idea (What will your students understand): - Living things have life cycles adapted to their environment Driving Questions (What is the big idea that your students will understand at the end): How do different animals change over their life cycles? How do offspring compare to their parents? How do First Peoples use their knowledge of life cycles to ensure sustainability in their local environments? Curricular Competencies (What will your Content Standards (What will your students be able to do?): students know): Questioning & Predicting - Metamorphic and non-metamorphic - Demonstrate curiosity and a sense of life cycles of different organisms wonder about the world - Similarities and differences - Observe objects and events in familiar between offspring and parent contexts - First Peoples use of their - Ask questions about familiar objects knowledge of life cycles and events Processing and analyzing data and information - Experience and interpret the local environment Evaluating - Consider some environmental consequences of their actions Core Competencies (What can your First Peoples Principles of Learning students say about these?): (Which principles are woven into this unit): Critical Thinking: Question and Investigate Learning involves patience and time can ask open-ended questions and gather - Learning is about understanding, “I information” concepts and the application of knowledge rather than only Communication: Acquire, interpret and memorization of information present information can understand and information about Learning recognizes the role of Indigenous “I a topic that is important to me” knowledge Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships and a sense of place)
Grade: 2 Subject: Science – Biology Big Idea #1: Life Cycles Big Idea (What will your students understand): - Living things have life cycles adapted to their environment Driving Questions (What is the big idea that your students will understand at the end): How do different animals change over their life cycles? How do offspring compare to their parents? How do First Peoples use their knowledge of life cycles to ensure sustainability in their local environments? Curricular Competencies (What will your students be able to do?): Questioning & Predicting - Demonstrate curiosity and a sense of wonder about the world - Observe objects and events in familiar contexts - Ask questions about familiar objects and events Processing and analyzing data and information - Experience and interpret the local environment Evaluating - Consider some environmental consequences of their actions Content Standards (What will your students know): - Metamorphic and non-metamorphic life cycles of different organisms - Similarities and differences between offspring and parent - First Peoples use of their knowledge of life cycles Core Competencies (What can your students say about these?): Critical Thinking: Question and Investigate “I can ask open-ended questions and gather information” Communication: Acquire, interpret and present information “I can understand and information about a topic that is important to me” First Peoples Principles of Learning (Which principles are woven into this unit): Learning involves patience and time - Learning is about understanding, concepts and the application of knowledge rather than only memorization of information Learning recognizes the role of Indigenous knowledge Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships and a sense of place)