TEACHER:​ Tracy McLaren 

GRADE: ​2  SUBJECT: ​Social Studies, Strand B 

GUIDELINE(S): ​The Ontario Social Studies Curriculum Grades 1-6 (2018) 

UNIT TITLE: ​Global Communities 

DISCIPLINARY THINKING CONCEPTS:

● Cause and Consequence - impact and effect, results 

● Interrelationships; Patterns and Trends - exploring connections and interrelationships 
● Significance - importance of a context, situation, or event 

OVERALL EXPECTATIONS FROM THE SOCIAL STUDIES GUIDELINE:

● B1. describe some similarities and differences in the ways in which people in two or more communities in different parts of the world meet 
their needs and have adapted to the location, climate, and physical features of their regions 
○ Note: Application 
● B2. use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the 
climate, of selected communities and the ways in which people in those communities live 
○ Note: Inquiry  
● B3. identify and locate various physical features and selected communities around the world, and describe some aspects of people’s ways 
of life in those communities  
○ Note: Understanding Context 

CONNECTING EXPECTATIONS TO GOALS AND BIG IDEAS

OVERALL EXPECTATIONS RELATED CONCEPTS BIG IDEAS

● B1. describe some  FOCUS ON: Cause and  The climate and physical features of a region affect how people in that 
similarities and  Consequence  region live. 
differences in the ways 
in which people in two or 
more communities in 
different parts of the 
world meet their needs 
and have adapted to the 
 location, climate, and 
physical features of their 
regions 

● B2. use the social studies  FOCUS ON: Interrelationships;  Different people have adapted to similar climate and physical features in 
inquiry process to  Patterns and Trends  similar ways. 
investigate aspects of 
the interrelationship 
between the natural 
environment, including 
the climate, of selected 
communities and the 
ways in which people in 
those communities live 

● B3. identify and locate  FOCUS ON: Significance  The world is made up of many different regions, which have distinct 
various physical features  characteristics. 
and selected 
communities around the 
world, and describe 
some aspects of people’s 
ways of life in those 
communities  

UNIT OVERVIEW

BIG IDEAS FRAMING QUESTIONS SAMPLE SPATIAL SKILLS AND ACTIVITIES TO BE ADDRESSED & DEVELOPED

● The climate and physical  ● How does human activities  ● Constructing a graphic organizer to determine the similarities and 
features of a region  affect the land?   differences of communities around the world (​ see, e.g., B1.1, B1.2) 
affect how people in that  ● How does climate affect  ● Constructing bar graphs and pictographs for specific purposes (​ see, 
region live.  human activities on the  e.g., B2.4) 
● Different people have  land?  ● Extracting information from globes, atlases, and maps about 
adapted to similar  ● How does climate affect  location, climate, and physical characteristics of a region​ (see, e.g., 
climate and physical  the food we can grow?  B2.2, B3.2, B3.5) 
features in similar ways.  ● How do people in different  ● Identifying and locating continents, significant bodies of water, the 
● The world is made up of  parts of the world adapt to  equator, poles, and hemispheres on maps or a globe (​ see, e.g., B3.2) 
many different regions,  their climate?  
● Understanding and using cardinal directions ​(see, e.g., B3.3) 
which have distinct  ● What does Canada do to 
 characteristics.  protect the environment?   ● Developing their ability to use appropriate elements of maps to help 
● Why is land important to  them extract information and/or when constructing maps for 
human needs?  specific purposes​ (see, e.g., B2.3, B3.2, B3.5) 

INTEGRATED SPECIFIC EXPECTATIONS FROM OTHER GUIDELINES

GUIDELINE(S) SPECIFIC EXPECTATIONS THAT WILL BE INTEGRATED

Dance, Drama, Visual Art  Dance Specific Expectations (The Arts Curriculum):  
● Creating and Presenting:​ A1.2​ Use dance as a language to represent the main ideas in poems and 
stories, with a focus on body and space. 
 
Drama Specific Expectations (The Arts Curriculum): 
● Creating and Presenting: ​B1.1​ Engage in dramatic play and role play, with a focus on exploring main 
ideas and central characters in stories from diverse communities, times, and places.  
 
Visual Art Specific Expectations (The Arts Curriculum) 
● Creating and Presenting: ​D1.1 ​create two- and three-dimensional works of art that express feelings and 
ideas inspired by activities in their community or observations of nature  
● Creating and Presenting: ​D1.3​ use elements of design in art works to communicate ideas, messages, and 
understandings 
● Reflecting, Responding and Analysing: ​D2.3 ​demonstrate an awareness of signs and symbols 
encountered in their daily lives and in works of art 
 

Language  Oral Communication 

● Clarity and Coherence: ​2.3​ Communicate ideas, opinions, and information orally in a clear, coherent 
manner using simple but appropriate organizational patterns (e.g., give an oral account of a current. 
Reading 
● Analysing Texts: ​1.7​ Identify the main idea and some additional elements of texts. 
● Responding to and Evaluating Texts: ​1.8​ express personal thoughts and feelings about what has been 
read. 
 
Writing 
● Research: ​1.3​ gather information to support ideas for writing in a variety of ways and/or from a variety of 
sources. 
● Organizing Ideas: ​1.5​ identify and order main ideas and supporting details, using graphic organizers. 
● Form:​ 2.1​ Write short texts using several simple forms. 
● Point of View ​2.5​ Identify, initially with support and direction, their point of view and one or more possible 
 different points of view about the topic. 

Science  ● Relating Science and Technology to the Environment:​ 1.1 ​assess the impact of human activities on air and 
water in the environment, taking different points of view into consideration (e.g., the point of view of 
parents, children, other community members), and plan a course of action to help keep the air and water 
in the local community clean. 
● Relating Science and Technology to the Environment:​ 1.2​ Identify positive and negative impacts that 
different kinds of human activity have on animals and where they live. 
● Developing Communication and Investigation Skills: ​2.5​ Investigate the ways in which a variety of animals 
adapt to their environment and/or to changes in their environment, using various methods. 
● Understanding Basic Concepts: ​3.2 ​Describe an adaptation as a characteristic body part, shape, or 
behaviour that helps a plant or animal survive in its environment. 

SPECIFIC EXPECTATIONS FROM THE SOCIAL STUDIES GUIDELINE

KNOWLEDGE EXPECTATIONS SKILL EXPECTATIONS ATTITUDE/BELIEF/VALUE EXPECTATIONS

● B1.1​ compare selected  ● B2.1​ formulate questions to  ● B1.3 ​demonstrate an understanding of the importance of 
communities from  guide investigations into  sustainability in people’s interrelationship with their natural 
around the world,  some aspects of the  environment and of some of the consequences of sustainable 
including their own  interrelationship between  and/or non-sustainable actions ​(e.g., if people in dry regions do not 
community, in terms of  the natural environment of  use their water carefully, they may run out; if people do not use 
the lifestyles of people in  selected communities and  sustainable farming techniques, they may exhaust the fertility of the 
those communities and  the ways in which people  soil; responsible use of resources helps ensure that they will be 
some ways in which the  live ​(e.g., questions about  available for future generations) Sample questions: “What might 
people meet their needs  how climate relates to  happen if people use too much water?” “What can happen when 
(e.g., in northern Europe,  clothing, agriculture,  people cut down all the trees for farmland?”
people have homes that  housing, recreation)  ● B3.6​ identify basic human needs (e.g., for food, water, clothing, 
are heated and  Sample questions: “How  transportation, shelter), and describe some ways in which people in 
insulated, while in the  and why might your choice  communities around the world meet these needs​ (e.g., food: hunting, 
Caribbean, houses do  in clothes change if you  fishing, farming, shopping at grocery stores; transportation: on foot, 
not need to be insulated  lived closer to the  using animals, using motorized vehicles, by water) Sample questions: 
and may have rooms  equator? Would some of  “Do all people have the same needs?” “How does your family meet the 
that are open to the  your hobbies/sports  need for food? How might a person living off the land in Arctic 
outdoors; in cities, most  change? Why or why not?”  Canada meet this need?” 
people buy their  “Why do countries such as 
groceries from a local  Norway, Switzerland, and 
shop or a grocery store,  Canada win so many 
but in rural South  medals in skiing 
 America people either  competitions while other 
grow their own food or  countries such as Australia 
trade with other farmers)  and Mexico do not?” 
Sample questions: “Why  ● ​B2.2​ gather and organize 
might some children in  information and data 
central Africa or in the  about some communities’ 
Amazon region of South  locations, climate, and 
America never have  physical features, and the 
played a video game or  ways of life of people in 
watched TV? In what  these communities​ (e.g., 
other ways is their  use atlases, globes, print, 
lifestyle different from  digital or interactive maps, 
that of children in  and/or satellite images to 
Canada?”   determine location; find 
● B1.2​ describe some of  photographs in magazines 
the ways in which two or  or on the Internet that 
more distinct  provide information on 
communities have  people’s food, shelter, 
adapted to their  and/or clothing) 
location, climate, and  ● B2.3​ analyse and construct 
physical features​ (e.g., in  simple maps to determine 
Arctic Canada, where it  and illustrate patterns in 
is cold, people wear  the interrelationship 
warm clothes made with  between the location of 
fur and hide or insulated  some communities and 
human activities in those 
with down or fleece; in 
communities ​(e.g., use a 
Hawaii some schools 
print, digital, or interactive 
start early in the 
map to determine the 
morning and end before 
proximity of communities 
it gets really hot in the 
to the equator and then 
afternoon) Sample 
infer whether their climates 
questions: “Why don’t 
are likely to be hot, 
farmers in Ontario grow 
temperate, or cold; use 
bananas or pineapples?” 
different colours on a map 
“How do people stay cool 
to illustrate climatic 
in very hot places like 
changes as one moves 
South Asia?”  
north and south from the 
● B3.1​ demonstrate an 
 understanding that  equator; include 
there are a variety of  photographs of shelter, 
countries, continents,  clothing, or recreational 
physical features, and  activities on a map to show 
bodies of water around  how people’s adaptations 
the world and that their 
are related to the general 
locations can be 
location of their 
represented in different 
community on the globe) 
ways​ (e.g., using globes; 
Sample questions: “What 
print, digital, and/or 
colours would you use to 
interactive maps; 
show different 
mapping programs; 
temperatures? What do 
electronic images) 
you notice about the 
● B3.2​ identify continents, 
significant bodies of  pattern created by the 
water, the equator,  colours?” “Where would you 
poles, and hemispheres,  place this picture on our 
using a globe, print,  world map? Why?” 
digital, or interactive  ● B2.4​ interpret and analyse 
maps, and/or a mapping  information relevant to 
program S ​ ample  their investigations, using 
questions: “Where is  a variety of tools​ (e.g., plot 
North America on this  data on a chart, bar 
globe?” “Who can place  graph, or pictograph to 
the label for the Atlantic  help them determine which 
Ocean on the interactive  countries have similar 
map?”  climates; determine the 
● B3.3​ identify cardinal  climatic region in which 
directions on a map ​(i.e.,  people live by examining 
N, S, E, W), and use these  photos of their clothing or 
directions when locating  homes) Sample questions: 
selected communities,  “Let’s look at your 
countries, and/or  collection of photographs. 
continents Sample  Which part of the world 
questions: “What  might these represent? 
continent is south of  Why? Does anything not 
North America?” “In what  fit?” “Why did you put a 
direction would you be  snowflake beside all of 
going if you were  these countries on your 
 travelling from Toronto  chart?” 
to Beijing?”   ● B2.5​ evaluate evidence 
● B3.4​ identify the location  and draw conclusions 
of selected countries,  about some aspects of the 
cities, and/or towns  interrelationship between 
around the world, and  communities’ natural 
describe how their  environment and the ways 
location and climate are  of life of people in those 
related ​(e.g., Mexico is  communities​ Sample 
warm year-round  questions: “What 
because it is close to the  similarities have you found 
equator; Canada has  in the housing of people 
four seasons because it  who live in cold regions?” 
is far from the equator;  “In what ways are sports 
Winnipeg is usually  and recreation different in 
colder than Toronto in  countries with hot and 
the winter because it is  cold climates?” 
farther north) Sample  ● B3.5​ demonstrate the 
questions:  ability to extract 
“Approximately where is  information on the 
our community on the  location and climate of a 
globe in relation to the  region from photographs 
and print, digital, and/or 
equator and the poles?” 
interactive maps S ​ ample 
“Let’s find Brazil on this 
questions: “Where might 
map of the world. Where 
this photograph have been 
is it in relation to the 
taken? Why do you think 
equator? Do you think 
that?” “Where might the 
it’s hot or cold in Brazil? 
communities shown in 
Why?” 
these photos be located in 
● B3.7​ describe selected 
communities around the  relation to the equator 
world, with reference to  and the poles? Why do you 
their major physical  think that?” “Let’s look at 
features, wildlife, and  this online aerial map. 
some aspects of their  Where do you think it is? 
culture (​ e.g., physical  What pieces of information 
features such as  in the map support your 
mountains, lakes, rivers;  answer?” 
 native animals; cultural  ● B2.6​ communicate the 
practices related to  results of their inquiries, 
food, clothing,  using appropriate 
recreation, the arts)   vocabulary (e.g., globe, 
● B3.8​ describe similarities  sphere, hemisphere, 
and differences between  continent, country, 
their community and a  equator, North Pole, South 
community in a different  Pole, model, distance, 
region in the world ​(e.g.,  culture) and formats (e.g., a 
book of captioned photos 
with respect to food, 
from a field study; song 
clothing, housing, 
lyrics, a rap, or poem on 
beliefs, climate, flora and  the way of life in different 
fauna, recreation,  communities around the 
agricultural practices)  world; a poster showing 
  clothing of people who live 
in cold climates and in hot 
climates; a role play to 
illustrate variations in 
recreational activities) 
 

CULMINATING LEARNING ACTIVITY

ACTIVITY: Students will work in groups of 2 or 3 to create a photo journal. They will select one continent (e.g., North 
America, South America, Antarctica, Africa, or Australia). Students will select six different images to represent 
climate, agriculture, transportation, shelter, clothing, and recreation. Under each image, students will write a 
caption to explain what the picture is, why they chose it, and explain the relationship between the image and 
the continent. Students will present their photo journal using Powerpoint that includes a title page, the six 
images and captions, and a world map marking their continent. 

SUCCESS CRITERIA: ● I will choose one continent to create my photo journal (e.g., North America, South America, Antarctica, 
Africa, and Australia). 
● I will locate and mark my continent on the world map.  
● I will choose six different images that represent my continent. These six images will include: climate, 
agriculture, transportation, shelter, clothing, and recreation.  
● I will create a caption that will answer the following questions: What is it?, Why did you choose this 
image?, Explain the relationship between the image and the continent.  
● I will use proper punctuation, grammar and spelling. 
● I will create a collage using my images and captions in Powerpoint. 
 ● I will create a cover page that includes a title, our names and the date.  
● I will present my photo journal to the class.  

ASSESSMENT ​OF​ LEARNING RATING SCALE FOR CULMINATING ACTIVITY

ASSESSMENT CRITERIA: RATING SCALE:

Students chose one continent and created a photo journal (e.g.,  0 1  
North America, South America, Antarctica, Africa, or Australia).

Students chose six different images that represented the continent.  0 1 2 3 4 5 6 

These six images included: climate, agriculture, transportation, 
shelter, clothing, and recreation. 

Students created a caption that answered the following questions:  0 1 2 3 4 

What is it?, Why did you choose this image?, Explain the relationship 
between the image and the continent. Students used proper 
punctuation, grammar and spelling. 

Students created a collage using images and captions in  0 1 2 3 4 

Powerpoint and included a title page with a title, their names and 
the date. 

Students presented their photo journal to the class.   0 1 2 3 

SUMMATIVE COMMENTS: /18

TOPIC ELABORATION SEQUENCING OF LEARNING

 GENERIC QUESTION GENERIC QUESTION ADAPTED TO THIS LEARNING F2F TEACHING APPROACH & ONLINE TEACHING APPROACH &
QUESTION EXPECTATI ASSESSMENT ​OF​ LEARNING ASSESSMENT​ OF​ LEARNING
ONS FOR
THIS SERIES
OF
LESSONS

What is it?  What does it mean to be part of a  Social  Learning Activities:  Learning Activities: 
community and how do some  Studies:  1. Review prior learning  1. Review prior learning 
communities differ from ours?  B1.1  about communities by  about communities by 
    doing a classwide  doing a reader’s 
  Drama:   reader’s theatre of  theatre of “Community 
B1.1   “Community Helpers”  Helpers”. Students will 
  ● Link:  audio record or record 
Language  http://www.cant themselves. Students 
Oral  each.ca/element may choose from the 
Communi ary/songspoem different 6 headings 
cation: ​2.3  s100.html   (e.g., Community 
  2. Students will watch the  Helpers, The Baker, 
  video C ​ ommunities  Post Office, Five Strong 
  Around the World,  Police Officers, Five 
  Around the Corner​ on  Little Firefighters, and 
the SMART Board. After  Carpenter). 
watching the video,  ● Link: 
students will fill out an  http://www.cante
exit ticket about how  ach.ca/elementa
kids differ from their  ry/songspoems1
own community (e.g.,  00.html 
recreation, school, and  2. Students will watch the 
shelter).  video C ​ ommunities 
● Video Link:  Around the World, 
https://vimeo.co Around the Corner​ and 
m/11348597  will work on a quick 
3. Examine images of  write response on 
various community  Jamboard (on Google 
aspects on the Google  Classroom) in the 
Slide Presentation  document titled 
titled “People and their  “Communities Around 
Community” (e.g.,  the World” and create a 
 people, recreation,  new sticky note and 
food, shelter). Students  post one observation 
will discuss the  about how kids in a 
following questions:  different community 
why do the people live  differ from their local 
where they do and eat  community (e.g., 
what they do?  recreation, school, 
4. Select one image from  shelter). 
the Google Slide  ● Video Link: 
presentation titled  https://vimeo.co
“People and their  m/11348597 
Community”, and  3. Examine images of 
students will explain  various community 
why people live in that  aspects (e.g., people, 
climate and eat what  recreation, food, 
they do. Students will  shelter) on a Google 
record their ideas on  Slide Presentation titled 
chart paper and  “People and their 
present it to the class.   Community” (slides 
  assigned individually). 
Assessment ​for​ Learning -   Students will choose 
Exit tickets and Q&A  one image from the 
Assessment o ​ f ​Learning -  Google Slide 
Presentation  Presentation and 
  describe the following: 
Success Criteria  What you see? Why do 
Students are able to:  the people live where 
● I can talk about what a  they do and eat what 
community is.  they do? ​Students will 
● I can describe the  audio record or record 
people, activities, food  themselves answering 
and homes of a  the questions. 
community based on   
pictures.  Assessment ​for​ Learning - ​Exit 
● I can talk about how  Tickets  
different weather   
changes how people  Assessment​ of​ Learning - 
live and what they eat.   Presentations 
   
Success Criteria 
 Students are able to: 
● I can talk about what a 
community is. 
● I can describe the 
people, activities, food 
and homes of a 
community based on 
pictures. 
● I can talk about how 
different weather 
changes how people 
live and what they eat.  

How does it work?  What is the interconnected  Social  Learning Activities:  Learning Activities: 
relationship between locations on  Studies:  1. Review prior learning  1. Review prior learning 
a world map and its climate?  B3.1   on the elements of a  on the elements of a 
B3.2  map (e.g., title, symbols  map (e.g., title, symbols 
B3.3  in the legend, direction,  in the legend, direction, 
  scale and colour) by  scale and colour) by 
Art:  watching ​Learn More  watching ​Learn More 
D1.3  About Maps ​on SMART  About Maps​ and 
  Board. Answer  answer questions on 
Science:  questions on PearDeck  PearDeck in the Google 
2.5  in the Google  classroom. 
classroom.  ● Youtube Video 
● Youtube Video  Link: 
Link:  https://www.yout
https://www.yout ube.com/watch?
ube.com/watch? v=dp8VOG8Cgag 
v=dp8VOG8Cga 2. Label parts of the map 
g  using the online map 
2. Label parts of the map  tool or a printable map 
including continents  version (can be found 
and bodies of water.   on Google classroom) 
● After  that includes 
completing the  continents, bodies of 
activity,  water, cardinal 
students will  directions, equator and 
share with a  hemisphere. Print the 
partner and  map and take a picture 
 provide peer  of it and share it on 
feedback.  Jamboard. Underneath 
3. Identify the equator  the picture, write a few 
and hemisphere and  sentences in length 
discuss how  about how temperature 
temperature relates to  relates to different 
different areas of the  areas of the map. 
map. Students will  ● Students will 
discuss travel  shade areas on 
experiences by  the map using 
describing the climate  warm and cool 
of the location  colours to 
specifically focusing on  indicate climate 
temperature.   temperature. 
● Students will  ● Online Map 
shade areas on  Making Link: 
the map using  https://mrnussb
warm and cool  aum.com/maptiv
colours to  ation-online-ma
indicate climate  p-making 
temperature.  3. On Jamboard, students 
4. Examine images of  will individually be 
landscape and animals  given a copy of the 
from different climates  assignment. They will 
and estimate where  examine images of 
they should be placed  landscape and animals 
on the map (e.g., close  from different climates 
to the equator, in the  and estimate where 
Arctic).   they should be placed 
5. Identify cardinal  on the map (e.g., close 
directions on a map.    to the equator, in the 
6. Individually, students  Arctic). They will place 
will use a blank map  their answers on a 
and label the  sticky note onto the 
continents, bodies of  board. 
water, cardinal  4. Individually, students 
directions,  will use a blank map 
hemispheres, equator  (map provided in 
and animals local to  Google classroom) and 
the region. Students  label the continents, 
 will use a variety of  bodies of water, 
images, words and  cardinal directions, 
drawings to complete  hemispheres, equator 
the map.   and animals local to 
   the region. Students will 
Assessment f​ or​ Learning​ -  use a variety of images, 
Exit Ticket and Peer Feedback  words, and drawings to 
  complete the map and 
Assessment o ​ f​ Learning –  post it onto the Google 
Performance Task (World Map  Classroom.  
Assignment)  ● Students will do 
  a google search 
Success Criteria  of the animals 
Students are able to:  with a list 
● I can show a title,  already 
legend, direction, scale,  provided to 
and colour on a map.  them.  
● I can show continent,    
equator, bodies of  Assessment ​for​ Learning​ - Exit 
water, cardinal  Ticket 
directions, and   
hemisphere on a map.  Assessment ​of​ Learning - 
● I can sort warm and  World Map Assignment 
cool colours.   
● I can talk about where  Success Criteria 
animals live.   Students are able to: 
● I can name continents,  ● I can show a title, 
bodies of water,  legend, direction, scale, 
cardinal directions,  and colour on a map. 
hemispheres, equator  ● I can show continent, 
and animals local to  equator, bodies of 
the region on a map.   water, cardinal 
  directions, and 
hemisphere on a map. 
● I can sort warm and 
cool colours. 
● I can talk about where 
animals live.  
● I can name continents, 
bodies of water, 
 cardinal directions, 
hemispheres, equator 
and animals local to 
the region on a map.  

What are its interesting  How are the physical features  Social  Learning Activities:   Learning Activities:  
characteristics?  and climate affected based on  Studies:  1. Introduce physical  1. Introduce physical land 
location?  B3.4  land features including  features on a Google 
B3.5  icebergs, mountains,  Slide Presentation. 
  rivers, and cliffs on a  ● Students will use 
Language  Google Slide  a graphic 
Writing:  Presentation.  organizer 
1.5   ● Students will use  (document titled 
a graphic  “Physical Land 
organizer to  Features” on the 
distinguish the  Google 
different types  Classroom) to 
of physical land  distinguish the 
features.   different types 
2. What are some local  of physical land 
physical land features?  features (e.g., 
Brainstorm three ideas  icebergs, 
to share with your  mountains, 
group.   rivers, and cliffs). 
3. Based on your group  2. What are some local 
discussion, place  physical land features? 
images of the different  Brainstorm three ideas 
land features onto a  and post images found 
map. Students will use  online or draw a picture 
the activity guiding  onto their assigned 
questions: Are the land  Google Slide titled 
features close to the  “Local Physical Land 
equator? In the North  Features.” 
or South Pole?   3. Based on your group 
4. Using an online or  discussion, using 
hard copy graphic  Google Slide, place 
organizer, students will  images of the different 
sort images of local  land features onto a 
and global land  map and answer the 
features into warm  following questions on 
 climate and cold  a separate Google 
climate categories.  Slide: ​Are the land 
Students will write why  features close to the 
they sorted the images  equator? In the North 
under those  or South Pole?  
categories.   ● Images of land 
  features will be 
Assessment f​ or​ Learning -  on Google Slide. 
Graphic organizer, exit ticket,  Students will 
and discussion  need to organize 
  the images on 
Assessment ​of​ Learning –  the map that is 
Performance Task (Graphic  already 
organizer)   provided on a 
  separate slide 
Success Criteria  under the same 
Students are able to:  Google Slide 
● I can name different  Presentation. 
types of land.   
● I can name local types  4. Working in groups 
of land.   (group members 
● I can sort warm and  assigned on the Google 
cool pictures of land.  Slide Presentation 
● I can talk about how  underneath slide), 
climate affects land.  students will use a 
graphic organizer to 
sort images of local 
and global land 
features into warm 
climate and cold 
climate categories. On 
a separate slide, 
explain why you sorted 
the images under these 
categories with your 
group.  
 
Assessment ​for​ Learning- 
Graphic organizer and exit 
ticket 
  
Assessment ​of​ Learning – 
Performance Task (Graphic 
organizer and written report) 
 
Success Criteria 
Students are able to: 
● I can name different 
types of land. 
● I can name local types 
of land.  
● I can sort warm and 
cool pictures of land. 
● I can talk about how 
climate affects land. 

How do these characteristics  How do climate, location and  Social  Learning Activities:  Learning Activities:  
change?   physical land features affect  Studies:   1. Sort a variety of  1. Drag and drop a 
people?  B1.2  images (e.g., Arctic,  variety of images (e.g., 
B2.1  desert, mountains, and  Arctic, desert, 
B2.2  rivers) into a chart with  mountains, and rivers) 
B2.3  the headings, climate  into the Google Slides 
  and land features.  chart with the headings 
Science:   2. Examine a map with  climate, land feature 
3.2   images of common  and location.  
  Canadian activities,  2. Examine a Google Slide 
Language  food, and clothing. As a  map with images of 
Writing:  class, they will discuss  common Canadian 
1.3  and explain why each  activities, food and 
  image is in that  clothing. Under each 
location. Think about  image, write and 
temperature, weather,  explain why you think 
food, land features and  each image is in that 
language.   location. Think about 
3. Students will create a  temperature, weather, 
concept map by  food, land features and 
drawing or using  language.  
Jamboard, listing three  3. Create a concept map 
activities they like to  on Jamboard (Link 
do, three different  posted in Google 
 foods you eat and  Classroom). List three 
three examples of  activities you like to do, 
clothing you wear  three different foods 
(think about all four  you eat and three 
seasons).  examples of clothing 
4. Reflect on how your  you wear (think about 
answers would change  all four seasons). 
if you lived in the  ● Link: 
desert? In the Arctic?  https://jamboar
Record what you would  d.google.com/  
change in your  4. During our live video 
concept map based on  session on Google 
these different  Classroom, share and 
locations.   reflect on how your 
  answers would change 
Assessment ​for​ Learning -  if you lived in the desert 
Graphic organizer, exit ticket,  and if you lived in the 
discussion, and Q&A  Arctic. 
  ● Link: 
Assessment o ​ f ​Learning –  https://classroo
Performance Task (Concept  m.google.com/  
map and written report)    
  Assessment ​for​ Learning - 
Success Criteria  Graphic organizer, exit ticket, 
Students are able to:  and written report 
● I can talk about the   
difference between  Assessment ​of​ Learning - 
climate and land.  Performance Task (Concept 
● I can name different  map and written report) 
activities in different   
climates.  Success Criteria 
● I can name local  Students are able to: 
activities within my  ● I can talk about the 
community.  difference between 
● I can talk about why  climate and land. 
activities are different  ● I can name different 
in different places.  activities in different 
climates. 
● I can name local 
activities within my 
 community. 
● I can talk about why 
activities are different 
in different places. 

What are these changes related  What factors have impacted  Social  Learning Activities:  Learning Activities:  
to?  climate and physical land  Studies:  1. Brainstorm what you  1. On the class Jamboard 
features?   B1.3  think could cause the  titled ‘Weather and 
  weather, climate or  Climate’, brainstorm 
  physical land features  what you think could 
Dance:   to change?   cause the weather, 
A1.2   ● Students can  climate or physical land 
  write or draw  features to change?  
  their thoughts.  ● Link posted on 
Science:   2. Discuss what climate  Google 
1.2   change is and examine  Classroom: 
  facts about how the  https://jamboar
Language  physical land features  d.google.com/  
Writing:  and weather of  2. Introduce concepts of 
2.1  Canada have been  climate change. Watch 
Reading:  affected. With a  the video “What is 
1.7  partner, discuss if you  Climate Change?”. 
1.8  have seen any of the  Students will explain 
weather/climate  what they learned in 
changes shown in the  the video by posting 
class examples.   their ideas on the class 
3. Examine global images  Jamboard. 
of severe weather (e.g.,  ● Link: 
hurricanes and  https://www.yout
tornadoes), physical  ube.com/watch?
land features (e.g.,  v=ko6GNA58YOA  
iceberg depletion, and  3. In small groups of 2-3, 
rising sea levels) and  read the Newsela 
discuss how these are  Article titled “Climate 
results of climate  Change Disrupts 
change. Reflect and  Monarch Butterfly 
share one idea or  Migration.” 
reaction with your  Discuss the article over 
table group.  a live Google 
4. In a small group of 2-3,  Classroom video 
 identify one way that  session. Summarize 
climate change has  main ideas and offer 
affected the land or  one wonder statements.  
climate (e.g.,  ● Link: 
hurricanes, tornados,  https://newsela.c
rising sea levels, etc.).  om/read/climate
Create an interpretive  -change-butterfli
dance that represents  es/id/2000004177
and explains one way  /?search_id=2bd
climate change has  b5165-9998-485f-
affected the land.  a127-f927eb44d4
Perform this dance in  bc  
front of the class.   4. Open the Google Slide 
5. Individually, write a  presentation titled 
reflection on the  ‘Climate and Physical 
climate issues you  Land Features’. On your 
chose and how you  groups Google Slide 
represented it through  (look for name and 
your dance.   group number), discuss 
  what climate change is 
Assessment​ for​ Learning -  and examine facts 
Exit ticket, discussion, brain  about how the physical 
drain, and drawing  land features and 
  weather of Canada 
Assessment o ​ f ​Learning -   have been affected. 
Performance Task  5. Search Google Images 
(Performance and written  for pictures of Climate 
report)  Change. Include images 
  of severe weather (e.g., 
Success Criteria  hurricanes, tornados) 
Students will be able to:  and physical land 
● I can talk about what  features (e.g., iceberg 
climate change is.  depletion, and rising 
● I can talk about how  sea levels). Each group 
the land and weather  member should find 
in Canada is affected  and add two images. 
by climate change.   Post these images on 
● I can create and show  your groups Google 
a dance about climate  Slide. During the live 
change and weather.  video session on 
● I can talk about how  Google Classroom you 
my dance shows  will share one of your 
climate change.  thoughts or initial 
reactions to the 
images.  
6. As a class, discuss why 
and how these images 
are results of climate 
change. After the 
discussion, write or 
voice record a four 
sentence reflection and 
post on your groups 
Google Slide.   
7. Individually, identify 
one way that climate 
change has affected 
the land or climate (e.g., 
hurricanes, tornados, 
rising sea levels, etc.). 
Create an interpretive 
dance that represents 
and explains one way 
climate change has 
affected the land.  
● Students will 
record 
themselves and 
post it onto 
Google 
Classroom. 
8. Write a reflection on 
the climate issues you 
chose and how you 
represented it through 
your dance.  
 
Assessment ​for​ Learning - ​Exit 
tickets and discussion 
 
 Assessment​ of​ Learning – 
Performance Task 
(Performance and written 
report) 
 
Success Criteria:  
Students will be able to: 
● I can talk about what 
climate change is. 
● I can talk about how 
the land and weather in 
Canada is affected by 
climate change.  
● I can create and show a 
dance about climate 
change and weather. 
● I can talk about how my 
dance shows climate 
change. 

What could/ should/ might/ will  What actions help to mitigate  Social  Learning Activities:  Learning Activities: 
happen if…?   climate change globally and  Studies:  1. Examine different ways  1. As a class we will view a 
locally?  B1.3   people are helping to  Google Slideshow titled 
B2.1  mitigate climate  ‘Helping the Planet’. The 
  change on a global  slideshow will help us to 
Arts:  and local scale (e.g.,  examine the different 
D1.1  wind turbines, cycling,  ways people are 
D2.3  carpool, recycling,  helping to mitigate 
  composting). Images  climate change on a 
Science:  will be displayed on the  global and local scale. 
1.1  Google Slide  (e.g., wind turbines, 
  Presentation ‘Helping  cycling, carpool, 
Language the Planet’. Students  recycling, composting). 
Writing:   will discuss the  On the Jamboard, post 
1.3  following guiding  a comment beside one 
2.5   question: Have you  of the ideas we 
seen or used any of  discussed.​ Have you 
these ‘green’ ideas?  seen or used any of 
2. As a class, discuss  these ‘green’ ideas? 
what an environmental  https://jamboard.googl
 footprint is and  e.com/  
brainstorm ways we  2. Using words and 
can make ours  pictures, create a 
‘greener’.  ‘green’ idea poster that 
3. Using words and  explains one action you 
pictures, create a  will do to help mitigate 
‘green’ idea poster that  climate change.  
explains one action  ● Open the Google 
you will do to help  Slideshow titled 
mitigate climate  ‘Green Ideas 
change. Your poster  Posters’ and find 
will be displayed on the  the slide with 
classroom Green Ideas  your name on it. 
Wall.   You can choose 
4. Write a paragraph  to create a 
about your ‘green’ idea  poster online, on 
explaining what your  the Google Slide 
idea is, why you chose  itself, or create 
it and how you will  one by drawing. 
implement it in your  If you draw your 
everyday life.  poster, take a 
  clear picture of 
Assessment​ for​ Learning -  it and upload 
Discussion and exit ticket  onto the Google 
  Slide. Inspiration 
Assessment ​of ​Learning –  for Green 
Performance Task (Project  posters: 
and written report)  https://www.pint
  erest.ca/pin/398
Success Criteria  99146671255889/?
Students will be able to:  nic_v2=1a1dCV6x
● I can talk about how  b  
people are helping with  3. Open the ‘Green Ideas’ 
climate change.  Google Slideshow. Type 
● I can talk about my  a paragraph about 
environmental  your ‘green’ idea on the 
footprint.  slide with your name on 
● I can talk about my  it. Explain what your 
green idea.  idea is, why you chose it 
and how you will 
 implement it in your 
everyday life. 
 
Assessment ​for ​Learning - 
Brain drain 
 
Assessment​ of​ Learning – 
Performance Task (Poster and 
written report)  
 
Success Criteria 
Students will be able to: 
● I can talk about how 
people are helping with 
climate change. 
● I can talk about my 
environmental 
footprint. 
● I can talk about my 
green idea. 

What could/should/ might/ will/  How do sustainability practices  Social  Learning Activities:  Learning Activities: 
would be done about?  help to mitigate climate change?  Studies:   1. Review environmental  1. Review environmental 
B1.3  practices (e.g.,  practices (refer back to 
  environmental and  their ‘Green Idea 
Language  carbon footprint).  Poster’) and read the 
Writing:  Students can refer  Newsela article titled 
1.3, 2.5  back to their ‘Green  “What is Activism” 
  Idea Poster.’  together as a class. 
Science:  2. Introduce the concept  ● Link: 
1.2  of sustainability using  https://newsela.c
the ‘Sustainability  om/read/elem-w
Guide’ Google Slides  hat-is-activism/i
presentation.  d/37700/?search
Specifically focusing  _id=1d81a770-28f1
on local and global  -4938-b53d-4913
initiatives (e.g., wind  01f71a65  
turbines, solar power,  2. Introduce the concept 
composting). As a  of sustainability 
class, discuss if you  focusing on local and 
 have seen or used any  global initiatives. (e.g., 
of the sustainable  wind turbines, solar 
examples.  power, composting). 
3. Participate in a  During the classroom 
community walk and  live sessions students 
describe the natural  will discuss: ​Have you 
environment. What are  seen or used any of 
some examples of  these sustainable 
sustainability? Record  actions before?  
your observations on a  3. Calculate your carbon 
worksheet.   footprint by completing 
4. Virtual Field Trip: Egg  the online survey. 
Farm   ● Link: 
● Link:  http://www.parkc
https://www.incr itygreen.org/Cal
edibleegg.org/p culators/Kids-Ca
rofessionals/k-1 lculator.aspx 
2-schools/eggs-i 4. Discuss the results as a 
n-the-classroom class on a live Google 
/virtual-egg-far video session. ​What can 
m-field-trips  
we do better? What are 
5. Keep a daily journal for 
we really good at? 
a period of two weeks, 
5. With your parents or 
recording your 
guardian, participate in 
experience of 
a community walk and 
implementing your 
describe the natural 
green idea. Explain 
environment. Do you 
how you implemented 
see any examples of 
the green idea, any 
sustainability? Record 
challenges you 
your observations on a 
encountered and 
anything that  worksheet. 
6. Virtual Field Trip: Egg 
surprised you.  
Farm  
 
● Link: 
Assessment f​ or​ Learning -  
//www.incredibleeg
Discussion, observations, and 
worksheets  g.org/professionals/
  k-12-schools/eggs-i
n-the-classroom/virt
Assessment ​of​ Learning-  
Performance Task (Journal)  ual-egg-farm-field-tr
ips 
  7. Keep a daily journal for 
Success Criteria  a period of two weeks 
Students will be able to:  recording your 
● I can say what  experience of 
sustainability is.   implementing your 
● I can give three  green idea. Explain how 
examples of  you implemented the 
sustainability in my  green idea, any 
community and around  challenges you 
the world.   encountered and 
● I can show and talk  anything that surprised 
about how people  you. Use the daily 
change the  journal template 
environment.  posted on Google 
● I can talk about my  Classroom.  
green idea.  
Assessment​ for ​Learning - 
Discussion, observations, and 
worksheets 
 
Assessment ​of​ Learning- 
Performance Task (Journal) 
 
Success Criteria 
Students will be able to: 
● I can say what 
sustainability is.  
● I can give three 
examples of 
sustainability in my 
community and around 
the world.  
● I can show and talk 
about how people 
change the 
environment. 
● I can talk about my 
green idea.