| Grade 2: Canada and World Connections: Features of Communities Around the World |
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| demonstrate an understanding that the world is made up of countries where people have both similar and different lifestyles; |
| use maps and globes to locate countries as part of a comparative study of families from countries from different continents; |
| describe how the environment affects the ways in which needs are met (e.g., influences of climate on food, clothing, and shelter). |
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| Understanding Concepts |
| demonstrate an understanding that the world contains many countries, including Canada; |
| demonstrate an understanding of the relationship between location and climate (e.g., warmer climates occur near the equator); |
| identify the ways in which climate affects how needs (e.g., the need for food, recreation, shelter) are met in different communities around the world; |
| demonstrate an understanding that there are similarities and differences in the ways communities around the world meet their needs (e.g., food, shelter, clothing); |
| identify similarities and differences (e.g., in food, clothing, homes, recreation, land use, transportation, language) between their community and communities in other parts of the world. |
| Developing Inquiry/Research and Communication Skills |
| use appropriate vocabulary (e.g., globe, model, distances, sphere, hemisphere, culture, countries, regions, equator, polar regions) to describe their inquiries and observations; |
| ask simple questions and use a variety of means for obtaining information about communities around the world; |
| interpret data and draw simple conclusions (e.g., establish connections between climate and clothing, or among artefacts, games, and celebrations); |
| sort and classify information using more than one criterion (e.g., by how environment affects the ways needs are met); |
| construct and read a variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., make graphs to compare the homes in various world communities); |
| communicate information, using media works, oral presentations, and written notes and descriptions (e.g., drawings to compare clothing and food in polar and equatorial countries). |
| Developing Map and Globe Skills |
| use symbols, colour, and cardinal directions (i.e., N, S, E, W) on maps of Canada and other countries; |
| identify the earth as a sphere and half the earth as a hemisphere; |
| demonstrate an understanding that the globe is a model of the earth; |
| identify the equator and polar regions on a map and/or globe; |
| use legends (e.g., blue line/river) and recognize pictorial symbols (e.g., for homes, roads) on simple maps; |
| use cardinal directions when locating and recording information (e.g., Australia is south of Africa); |
| locate their local community, as well as Toronto, Ontario, Canada, and the various countries studied on a globe or map. |
| Applying Concepts and Skills in Various Contexts |
| record information on charts or data bases related to children around the world, including countries of origin, languages, food, clothing, homes, and games; |
| describe some everyday items and identify the countries of origin of these items; |
| describe places observed through the media, comparing their climates and regions (e.g., near-polar and near-equatorial regions) with respect to weather, homes, food, clothing, and activities; |
| identify factors that influence choice of clothing (e.g., weather, culture, temperature, activity); |
| describe long distances in terms of travel time (e.g., the distance between Toronto and England is equivalent to seven hours? flying time); |
| compare symbols that represent the countries studied with symbols of their own country (e.g., flags, symbols on stamps and coins). |
| Grade 2: Heritage and Citizenship |
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| demonstrate an understanding that Canada is a country of many cultures; |
| describe family history and traditions as they relate to being Canadian; |
| describe contributions made by individuals and groups to the local community. |
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| Understanding Basic Concepts |
| demonstrate an understanding that communities may be made up of many cultures; |
| demonstrate an understanding that traditions are passed down from parents and grandparents (e.g., celebrations, names); |
| identify ways in which heritage and traditions are passed on (e.g., through community celebrations, special days such as Remembrance Day and Canada Day, the Canadian flag, music, crafts, dance, recreation, food, clothing); |
| identify the cultural origins of various families? members; |
| identify the significant features of various family cultures (e.g., food, dress, celebrations); |
| describe a family history by identifying major events; |
| describe the contributions each family makes to the community (e.g., voting, providing services through occupations). |
| Developing Inquiry/Research and Communication Skills |
| use appropriate vocabulary (e.g., culture, celebrations, heritage, traditions, contributions, voting, occupations) to describe their inquiries and observations; |
| ask questions to gain information and explore alternatives (e.g., the differences in celebrations among cultures); |
| locate simple information about family history and traditions from primary sources (e.g., interviews, eyewitness visitors, class trips) and secondary sources (e.g., maps, illustrations, print materials, videos); |
| sort and classify information (e.g., concerning traditional costumes), using more than one attribute; |
| make and read a variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare toys from other cultures); |
| communicate the results of inquiries for specific purposes, using simple demonstrations, drawings, and oral and written descriptions. |
| Applying Concepts and Skills in Various Contexts |
| identify the contributions that various cultures have made to the community (e.g., producing works in the visual arts, music, dance; providing services, new kinds of restaurants); |
| construct a timeline identifying the history of a family member or a special person, orally, pictorially, and in written form; |
| construct a simple family tree identifying members of a family; |
| share family traditions with members of the class (e.g., festival of lights); |
| identify community celebrations that reflect their own heritage and Canadian identity (e.g., Carnaval de Qu?bec, Calgary Stampede). |
| Grade 3: Canada and World Connections: Urban and Rural Communities |
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| identify distinguishing features of urban and rural communities; |
| describe some possible relationships between communities and natural environments; |
| demonstrate awareness of the possible similarities and differences among people, places, and environments. |
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| Understanding Concepts |
| demonstrate an understanding of the characteristics (e.g., with respect to land use, transportation, physical features, population, buildings) of urban (industrial, residential, commercial) communities; |
| demonstrate an understanding of the characteristics (e.g., with respect to land use, transportation, physical features, population, buildings) of rural (fishing, farming, forestry, mining) communities; |
| describe the interaction between people and the environment (e.g., dependence on nature for food, water, energy); |
| demonstrate an understanding of why people live where they do (e.g., because of family ties, occupations, amenities, schools). |
| Developing Inquiry/Research and Communication Skills |
| use appropriate vocabulary (e.g., urban, rural, city, town, village, environment, scale, north, south, east, west) to describe their inquiries and observations; |
| ask questions and explore a variety of means to obtain information (e.g., concerning relationships between the community and the environment); |
| locate key information about urban and rural communities from primary sources (e.g., surveys, interviews, and fieldwork) and secondary sources (e.g., charts, graphs, maps, models, and CD-ROMs); |
| sort and classify information about communities to identify issues, solve problems, and make decisions; |
| construct and read graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe a community and its environment); |
| communicate information (e.g., concerning the comparison of urban and rural communities), using media works, oral presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs. |
| Developing Map and Globe Skills |
| make and use large maps of rural and urban communities, using familiar units of measure (e.g., centimetre, metre, kilometre); |
| identify the Canadian provinces, territories, and their capitals on a map; |
| consult map legends when looking for selected features (e.g., H/hospital); |
| recognize that different colours on maps indicate different things (e.g., different colours are used for different countries). |
| Applying Concepts and Skills in Various Contexts |
| describe ways in which they and their families use the natural environment (e.g., playing in the park, growing food); |
| compare the characteristics of their community to those of a different community (e.g., with respect to density, services, recreation); |
| describe the ways in which people interact with other communities (e.g., urban dwellers may travel to rural areas for recreational purposes; rural dwellers may make use of urban services such as hospitals); |
| identify some products that Ontario sells to other provinces or territories (e.g., nickel) and buys from them (e.g., oil, wheat). |