Tiny Town by dffhrtcv3

VIEWS: 13 PAGES: 79

									                                 Tiny Town
                 Structures and Movement




                                                                                Including:
                                                                    Shapes Are Everywhere
                                                                       Tour of the Town
                                                                 Moving, Carrying, and Fastening
                                                                  What Works? What Doesn't?
                                                                           Group Fun!
                                                                    Tiny Town Construction




                                           A Unit for Grade 1/2
                         Written by:
 Jodi Slater, Mary Jo Cocarell, Carol Bryden (Project Manager)




                                              August 2001

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:40 PM
            Tiny Town
            Structures and Movement A Unit for Grade 1/2
The developers are appreciative of the suggestions and comments from teacher colleagues involved
through the internal, external and Theological review.

A sincere thank you to Barry Elliott from Windsor-Essex Catholic District School Board who facilitated the
involvement of the Windsor-Essex, London, Brant/Haldimand-Norfolk, St. Clair and Durham Catholic District
School Boards in the development of elementary Science units.


The following organizations have supported the elementary unit project through team building and
leadership:

The Council of Directors of Ontario
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Branch
Catholic Curriculum Cooperative (CCC)

A special thank you to The Institute for Catholic Education who provided
leadership, direction and support through the Advisory and Curriculum
Committees.




                                                   A Unit for Grade 1/2
                                                       Written by:
                   Jodi Slater, Mary Jo Cocarell, Carol Bryden (Project Manager)
                           Sacred Hearth (Sarnia) / St. John Fisher (Forest) / SCCDSB
                                          Catholic Curriculum Cooperative
                    St. Clair Catholic District School Board / Catholic Curriculum Cooperative
                                              carol.bryden@st-clair.net

                                                Based on a unit by:
                          Jodi Slater, Mary Jo Cocarell, Carol Bryden (Project Manager)
                           Sacred Hearth (Sarnia) / St. John Fisher (Forest) / SCCDSB
                                                   (519) 336-6139
                    St. Clair Catholic District School Board / Catholic Curriculum Cooperative
                                              carol.bryden@st-clair.net
 This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
 Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
 to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
 necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
 purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
 to particular commercial resources, learning materials, equipment, or technology does not reflect any official
 endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

        Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:40 PM
                                                                                                    Unit Overview
                                                                                                                    Page 1
Tiny Town
Structures and Movement A Unit for Grade 1/2


Task Context
We are surrounded by structures both human made and created in nature. As we examine these, we are
awestruck by the wonder of God's creations. The more we become familiar with the human made, the more
we can identify ourselves as creative thinkers as we endeavour to use resources wisely.

In this grade 1/2 unit, the students learn to identify, explain and create structures with various functions and
then identify, explain and create simple mechanisms to promote movement. The unit culminates in the design
and construction of a community called Tiny Town, with structures (buildings, bridges, parks, etc.) as well as
vehicles or mechanisms to facilitate movement in this town.

Task Summary
Students will learn that objects and structures have distinctive shapes, patterns, and purposes. They will
also learn the relationship between stationary and moving objects, and that the input and output of a system
is how simple machines and mechanisms can change the type and direction of the movement of an object.

Students will classify structures by purpose and interrelationship, and learn how and why the structures
move or don't move. They will observe and manipulate different structures and mechanisms in a community.

At the end of the unit, students will design and make structures and simple mechanisms in the form of a Tiny
Town. Grade 1 students will design and build the buildings and other structures, while the grade two
students will build the roads and vehicles needed in the community. The students will use both human made
and natural materials. Simple mechanisms will move using the principles of wheels, axles, hinges, levers,
and wedges.


Culminating Task Assessment
At the end of the unit, the students will celebrate the creativity and ingenuity of humans as they themselves
build structures and simple machines. Through differentiated groupings, students will design and construct a
Tiny Town (to be displayed for parents and students) using the knowledge and understanding of concepts
taught during the course of this unit. The grade 1 students will be assessed on their design and construction
of the buildings and structures. The grade 2 students will be assessed on their design and construction of
the vehicles. Each student will create a design plan before the construction performance task, and then a
self-evaluation on the function, purpose, and appearance of their creation.

Catholic Graduate Expectations:

CGE 4c - takes initiative and demonstrates Christian leadership.

CGE 5a - works effectively as an interdependent team member.


Links to Prior Knowledge
Students require some prior knowledge in:
- modalities of movement, such as turn, roll, jump, toss, etc.
- using different types of building toys, such as wood or plastic blocks, interlocking construction blocks,
dowels that fit into round blocks, and salvaged materials
- identifying and naming 2D
- basic measurement concepts (large, small, long, short, tall, etc.)
- basic positional vocabulary (in front, under, over, beside, etc.)

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:47 PM Page A-1
- identifying patterns
- classifying and sorting into groups and subgroups
- some experience with different types materials (soft, hard, smooth, rough, etc.)
- some experience with tallies and graphs (although will continue to be taught and refined in this unit)
- some experience in recording information

CGE 3e - Catholic Graduate Expectation - A Reflective and Creative Thinker: Adopts a holistic approach to
life by integrating learning from various subject areas and experience.

CGE 5e - Catholic Graduate Expectation - A Collaborative Contributor: Respects the rights, responsibilities,
and contributions of self and others.

Considerations
Notes to Teacher
1. Children are encouraged to create a Learning Log Folder in which to store all blackline masters,
worksheets, plans, etc., and label it with their names. All blackline masters will be assessed on a rating
scale of 1 to 4 (1 - needs improvement, 2- satisfactory but some changes needed, 3- good (meets the
standard), 4- superior level of detail, understanding, and communication).

2. Teachers should note that some language used in blackline masters may be difficult for younger students
and may wish to change the language difficulty level to suit the needs of the students within their own
classrooms. As with all 'living documents', the language and equipment used should be adjusted and/or
modified to meet the specific needs in a classroom.

3. While some lessons and activities within the subtasks can be contained in a 20-40 min. block, others are
best served by using a large block of time, such as the learning centres, construction of Tiny Town, etc.

4. Prior to beginning the unit the teacher and students should collect a variety of salvaged materials, such as
small boxes and cartons. As well, the teacher should have gathered a selection of building materials and
manipulatives, such as pattern blocks, 3D solids, building blocks of any kind, interlocking construction blocks,
design and build construction sets, and dowels that fit into round blocks.
NOTE: You will notice a heavy emphasis on the use of recyclables and salvaged materials. This gives us an
opportunity to foster an awareness of stewardship of our planet and protection of the environment by
reducing, reusing, and recycling materials. This philosophy permeates many of the activities in this unit.

5. This unit lends itself very well to integration with other curriculum subjects, in addition to Science:

Family Life/Religion: The stories of Jesus and his time, and living in a Christian community

Social Studies: Grade 1 unit on Relationships, Rules and Community; grade 2 unit on Features of Communities
Around the World will be correlated to the religious stories included in this unit.

Physical Education: The exploration of Fundamental Movement Skills and Physical Activity for both grades.

Art: The integration of Creativity and Knowledge of Elements for both grades: use of design and colour.

Math: Geometry and Data Management strands as well as Problem Solving for both grades. It would be most
helpful if the Geometry and Data Management strands in Math were being taught at the same time.

Language Arts: Reading, writing, and communicating both orally and visually for both grades.

6. Assessment and Evaluation are meant to be both formative and summative in nature. Professional
judgment will decide the purpose of any assessment.

Special Education Adaptations:

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:47 PM Page A-2
- provide an encouraging and supportive classroom environment
- heterogeneous grouping and pairing of students so there is always a good reader in the group or pair
- check in with students experiencing behavioural or learning challenges often
- for physical challenges, pictures, electronic clipart, cut and paste clipart, etc., may be used instead of
writing or drawing
- provide pictures, concrete objects and/or diagrams whenever possible to aid ESL students




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:47 PM Page A-3
                                                                                                List of Subtasks
                                                                                                  Subtask List Page 1
Tiny Town
Structures and Movement A Unit for Grade 1/2


 1   Shapes Are Everywhere
     During the initial assessment activities, teachers will have the opportunity to determine what the
     students already know about identifying, classifying, and sorting shapes, patterns, and objects. The
     students will work in pairs and groups to brainstorm and record their ideas on chart paper. The
     students will also have the opportunity to demonstrate their knowledge of positions (beside, over, etc.)
     and modalities of movement (slide, bounce).

     Catholic Graduate Expectations:

     CGE 2a - listens actively and critically to understand and learn in light of gospel values.

     CGE 3b - creates, adapts, and evaluates new ideas in light of the common good.

     CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.
 2   Tour of the Town
     The students will identify the function and movement of different structures and vehicles in their
     environment. Through the experience of walking or riding through their community, viewing pictures
     and reading stories, students will identify shapes and names of community structures and vehicles.
     Students will also identify, demonstrate, and record movement in living and non-living things, and how
     non-living things can be made to move.

     Catholic Graduate Expectations:

     CGE 5b - thinks critically about the meaning and purpose of work.

     CGE 2e - uses and integrates the Catholic faith tradition in the critical analysis of the arts, media,
     technology, and information systems to enhance the quality of life.
 3   Moving, Carrying, and Fastening
     Students will work in pairs to create containers that can carry an object. Through drawing and writing
     they will record their plans and describe their final products. The teacher will guide the students as
     they examine moving heavy objects. Students will state their guess about various inquiries and record
     their observations. All students will participate in a brainstorming activity to identify and describe
     fasteners, and then individual students will collect tallies and create a graph.

     Catholic Graduate Expectations:

     CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

     CGE 5g - achieves excellence, originality, and integrity in one's own work, and supports these qualities
     in the work of others.




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:55 PM Page B-1
                                                                                                List of Subtasks
                                                                                                  Subtask List Page 2
Tiny Town
Structures and Movement A Unit for Grade 1/2


 4   What Works? What Doesn't?
     The students will work in groups with different materials, to build and then present constructions to the
     class. Grade 1 students will focus on the nature and function of structures while the grade 2 students
     will focus on the nature and function of mechanisms. Together they will examine how these work
     together as systems.

     Catholic Graduate Expectations:

     CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and
     experience.

     CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
     management skills.
 5   Group Fun!
     Through a series of activities students will work individually, in small groups, and as a large group to
     investigate, explore, observe, and describe structures and movement. Students will learn, develop,
     and explain, through writing and drawing, the concepts of speed and motion of an object on various
     surfaces and containing different materials. They will hypothesize, observe, and record their findings.

     Catholic Graduate Expectations:

     CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

     CGE 5e - respects the rights, responsibilities, and contributions of self and others.
 6   Tiny Town Construction
     At the end of the unit, the students will celebrate the creativity and ingenuity of humans as they
     themselves build structures and simple machines. Through differentiated groupings, students will
     design and construct a Tiny Town (to be displayed for parents and students) using the knowledge and
     understanding of concepts taught during the course of this unit. The grade 1 students will be
     assessed on their design and construction of the buildings and structures. The grade 2 students will
     be assessed on their design and construction of the vehicles. Each student will create a design plan
     before the construction performance task, and then a self-evaluation on the function, purpose, and
     appearance of their creation.

     Catholic Graduate Expectations:

     CGE 4c - takes initiative and demonstrates Christian leadership.

     CGE 5a - works effectively as an interdependent team member.




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:34:55 PM Page B-2
                                                                                  Shapes Are Everywhere
                                                                                                                Subtask 1
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 120 mins

Description
During the initial assessment activities, teachers will have the opportunity to determine what the students
already know about identifying, classifying, and sorting shapes, patterns, and objects. The students will
work in pairs and groups to brainstorm and record their ideas on chart paper. The students will also
have the opportunity to demonstrate their knowledge of positions (beside, over, etc.) and modalities of
movement (slide, bounce).

Catholic Graduate Expectations:

CGE 2a - listens actively and critically to understand and learn in light of gospel values.

CGE 3b - creates, adapts, and evaluates new ideas in light of the common good.

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.


Expectations
1s68 A     – identify ways in which various structures are similar                Groupings
           to and different from others in form and function                          Students Working As A Whole Class
           (e.g., rooms all have walls but are different in size                      Students Working In Pairs
           and are used for different purposes; rubber balls are                      Students Working In Small Groups
           round and solid whereas balloons are round and                             Students Working Individually
           hollow)
1s70 A     – identify geometric shapes (e.g., square, triangle,                   Teaching / Learning Strategies
           circle) in ordinary structures;
                                                                                      Brainstorming
1s76 A     – record relevant observations, findings, and
                                                                                      Buddy System
           measurements, using written language, drawings,
                                                                                      Choral Reading
           charts, and concrete materials (e.g., record the
                                                                                      Classifying
           number of different shapes in a playground and
           draw them);                                                                Collaborative/cooperative Learning
2s71 A     – describe, using their observations, the position of
           an object in relation to other objects or to a specific                Assessment
           area (e.g., use such words as over, under, beside,                     Informal Assessment
           behind);                                                               Look for prior knowledge in the areas of
2s72 A     – identify changes in the position of an object in                     geometry (shapes) and directions, as well
           relation to other objects (e.g., movement upward or
           to the left);                                                          as observing, sorting, classifying, and
2s77 A     – record relevant observations, findings, and                          recording information.
           measurements, using written language, drawings,                        Brainstorming can be used to informally
           charts, and concrete materials (e.g., record what                      assess what the students know about
           happens to the movement of a vehicle released                          shapes and patterns and where they can
           from a ramp if the size of its wheels is changed);                     be observed in the environment.

                                                                                  Checklist
                                                                                  When using the checklist for observations
                                                                                  of students in the gym, it is easier to
                                                                                  initially note the students who cannot
                                                                                  perform a specific task and observe these
                                                                                  more closely, and then record the other
                                                                                  students' behaviour after the challenge is
                                                                                  completed.

                                                                                  Anecdotal Record
                                                                                  Cooperation and participation of all group

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-1
                                                                                  Shapes Are Everywhere
                                                                                                                Subtask 1
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 120 mins
                                                                                  members can be observed, and anecdotal
                                                                                  records kept.




                                                                                  Assessment Strategies
                                                                                      Classroom Presentation
                                                                                      Observation

                                                                                  Assessment Recording Devices
                                                                                      Anecdotal Record


Teaching / Learning
Read the following to students:

What a wonderful world of colour and shapes God has created for us!
He made all of this for us to enjoy and examine and learn about.
When He created this world, He put in puzzles to intrigue us, and many things for us to wonder about, be
curious about, and to figure out. He gave us brains that are constantly trying to unravel mysteries. Our brains
have one job and that is to figure things out.
Let’s examine some of the mysteries or puzzles that God has created for us by looking at some things we
already know something about... shapes.

1.1 Introduction

Combined Activity

1. As a general introduction, conduct a class discussion about what a shape is. Brainstorm different shapes
they know and have the students come to the chalkboard and draw and label the shape.

2. Each student is then given a checklist (BLM 1a and BLM 1b) where they are to identify the shape in the
environment. This can be done in the classroom, the gym or anywhere there are structures. Grade 1
students will draw where they see the shape. Grade 2 students will draw and/or write where they see the
shape.

1.2 Modalities of Movement - Teacher Checklist

Combined Activity
In the gym, direct the students' activity while observing and recording their movement as per instructions. The
students, working in pairs, will move as directed. The students should alternate positions so each can
demonstrate their knowledge. See checklist BLM 1c.

a) Move your body over your partner's body.
b) Move your body under your partner's body.
c) Move your body beside your partner's body.
d) Move your body behind your partner's body.
e) Move your body in front of your partner's body.
f) Can you roll your partner?
g) Can you bounce yourself?
h) Can you spin yourself?

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-2
                                                                                   Shapes Are Everywhere
                                                                                                                 Subtask 1
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  120 mins
i) Can you slide your body?

1.3 Classifying, Sorting, and Recording Information

Combined Activity in Small Groups

1. This activity involves small heterogeneous groupings. Each group needs a tray with several items (see
below) and a piece of chart paper and markers. If the actual items for the trays are unavailable, use pictures.
Students will discuss how the items are similar or different and record their sorting rules on the chart paper.

2. They are to present their findings to the large group.
Objects must be of a size to fit on the trays.
a) A collection of balls: golf, tennis, table tennis, soccer, hardball, baseball, basketball, lacrosse, etc.
b) A collection of rectangular prisms: boxes of all types and sizes (cracker, cereal, tissue, etc.), books of
assorted thicknesses, blocks of varying sizes, etc.
c) A collection of cylinders: juice cans, drinking glasses (plastic), empty pill bottles, paper towel rolls, etc.

3. On each tray for each group, place three or four items from each collection. Ask the students to sort the
objects and write their sorting rule. Share these ideas with the large group. Have the student repeat this
exercise several times, each time recording their sorting rule and sharing it with the large group. Challenge
them to make subgroups (e.g., balls that are hollow or solid, or heavy or light). Emphasize that all answers
are valid.

4. Summarize the observations by recording on a piece of chart paper the students ideas. (E.g.: We can sort
by many rules. We can sort by purpose, size, shape, colour, or kinds of materials. Some objects are the same
shape but solid or hollow, full or empty, etc.) Use the student's ideas but generate vocabulary.

1.4 Creating Collages: Classifying, Sorting

Differentiated Activity - Grade 1 students will identify objects that can stack or roll, and grade 2
students will identify objects that can hold things, go over others, turn or that have moving
parts.

1. Each group of three to four students is given a piece of chart paper with one of the following headings:

1) Things that hold (containers)
2) Things that go over (trellisses, bridges, arches)
3) Things that have moving parts
4) Things that can turn
5) Things that can roll (for grade 1 students)
6) Things that can stack (for grade 2 students)

2. Using a collection of magazines and catalogues, the students are to cut and paste pictures of objects that
match these descriptions, and then present their findings to the large group.

3. These collages are to be posted and used as reference throughout the unit.

Adaptations
1. It is always suggested that in order to include ESL students, they be given opportunities to explore and learn
the language prior to the unit being taught.

2. Students who are not physically able to move their own bodies can be evaluated on their knowledge of

      Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-3
                                                                                  Shapes Are Everywhere
                                                                                                                Subtask 1
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 120 mins
positions by having them manipulate blocks or small figures.




Resources
      I Spy with My Little Eye- Grade 1                              BLM 1a.cwk

      I Spy with My Little Eye- Grade 2                              BLM 1b.cwk

      Modalities of Movement Teacher                                 BLM 1c.cwk
      Checklist
      Introduction to Movement Education                             Kirchner, Cunningham, Warrell

      Let's Do It Again! The Songs of Education compiled by Mary Helen Richards
      Through Music
      Let's Explore Science, Make It Go         David Evans and Claudette Williams

      Chart Paper

      Glue Stick                                                     1

      Markers                                                        many

      Scissors                                                       1

      Rectangular Prisms                                             many

      Cylinders                                                      many

      Collection of Balls

      Collection of Cylinders

      Collection of Rectangular Prisms

      Collection of Catalogues or Magazines                          Consumable




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-4
                                                                                   Shapes Are Everywhere
                                                                                                                 Subtask 1
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  120 mins


Notes to Teacher
1. Prior to introducing this subtask, you need to collect a large sample of objects such as assorted balls,
rectangular prisms, and cylinders.
In activity 1.3, you need to be certain that the students have had prior experience with sorting objects and
identifying sorting rules.

2. Also needed are a selection of magazines and catalogs to be used to create collages. It is assumed that
paper, markers, crayons, scissors, and glue are available at all times.

3. All these activities involve multi-age groupings.

4. After introducing the first activity, it would be appropriate to play a game such as "I Spy With My Little Eye," to
reinforce the idea that shapes are everywhere. One could also have the students forming the shapes with their
bodies in pairs and small groups.

5. During the second activity, which takes place in the gym, it would be appropriate to play song experience
games such as "Hokey Pokey" or "Shake Those 'Simmons Down" to reinforce the concepts of direction of
movement, and to enhance the experience with music and song.

6. It is worthwhile to transcribe all written summaries recorded with the students on chart paper to note paper, so
that the students can use this as their reading assignments in class or for homework. This helps the parents stay
informed and reinforces the choral reading done in the classroom.

7. If you are unable to solicit the donation of used magazines, catalogues, etc. from the families of your
students, a visit to a doctor's office or a request to a mail order business can usually be profitable. Another
excellent resource for beautiful junk, including cylinders, is a printing place where the paper comes in rolls.

Teacher Reflections




      Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-5
                                                                                               Tour of the Town
                                                                                                                  Subtask 2
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                   150 mins

Description
The students will identify the function and movement of different structures and vehicles in their
environment. Through the experience of walking or riding through their community, viewing pictures and
reading stories, students will identify shapes and names of community structures and vehicles. Students
will also identify, demonstrate, and record movement in living and non-living things, and how non-living
things can be made to move.

Catholic Graduate Expectations:

CGE 5b - thinks critically about the meaning and purpose of work.

CGE 2e - uses and integrates the Catholic faith tradition in the critical analysis of the arts, media,
technology, and information systems to enhance the quality of life.


Expectations
1s67         – explain the function of different structures (e.g.,                  Groupings
             house, car, bridge, chair, umbrella, television,                           Students Working As A Whole Class
             wheelbarrow);                                                              Students Working In Pairs
1s69         – classify various structures in their environment                         Students Working Individually
             (e.g., fences, stairs, ladders, bridges, water towers)
             according to specific features (e.g., size, materials)                 Teaching / Learning Strategies
             and functions;
                                                                                        Brainstorming
1s70         – identify geometric shapes (e.g., square, triangle,
                                                                                        Classifying
             circle) in ordinary structures;
                                                                                        Demonstration
2s69         – describe different mechanisms through
                                                                                        Discussion
             observation and investigation (e.g., hinge, inclined
                                                                                        Field Trip
             plane), and identify the components that are simple
                                                                                        Oral Explanation
             machines (e.g., lever, wedge);
2s70         – describe, using their observations, the                                  Open-ended Questions
             characteristics and movements of simple
             mechanisms (e.g., hinge, wheels and axle);                             Assessment
                                                                                    Checklist
                                                                                    Check for understanding of the movement
                                                                                    concepts by observing different kinds of
                                                                                    movement demonstrated by the students.
                                                                                    Indicate, on a checklist, the students that
                                                                                    are not able to demonstrate specific
                                                                                    movements.

                                                                                    Rating Scale (1-4)
                                                                                    Students are assessed on how well they
                                                                                    are able to draw and identify structures
                                                                                    and vehicles in a community. The marks
                                                                                    and suggestions for improvement are put
                                                                                    either directly on the students' work or on
                                                                                    a separate sheet to be affixed to each
                                                                                    graded piece of work. The students' work
                                                                                    is kept in their learning log folders.

                                                                                    Assessment Strategies
                                                                                        Observation
                                                                                        Performance Task

       Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-6
                                                                                             Tour of the Town
                                                                                                                Subtask 2
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 150 mins
                                                                                      Learning Log

                                                                                  Assessment Recording Devices
                                                                                      Checklist
                                                                                      Rating Scale


Teaching / Learning
Jesus was a member of a community. He lived in a house which was in a town. There were roads and
bridges, tall buildings, and small shops. People worked, shopped, prayed, ate meals, visited friends, slept, and
did all the things we do.
Jesus was the Son of a carpenter and therefore he knew the tools of the trade. He understood the tasks in
the shop. He knew about how things were built and what purpose they served. Maybe Jesus helped build
houses for people. He would have built windows so people could let the sunshine in. He would have made
doors so His neighbours could come in and visit. Maybe He built tables and chairs and other structures. He
knew that people needed to carry things and move from place to place. Maybe Jesus made carts or wagons.
Maybe Jesus made toys and games for the children He knew.
Jesus would have watched birds build nests, bees create their hives, and ants dig their homes. He watched
the creatures going about their tasks just as we do today.

He knew about many of the same vehicles and structures that we see today.
Jesus lived in a community.....

2.1 Discussion

Combined Activity

1. Define the term 'structure' as anything that is built and a 'movement' as any act of moving.

2. A community provides a home for many living things. The students brainstorm names of buildings,
structures, and vehicles that they may find in their community, while you record the list on chart paper or the
blackboard.

3. After reviewing the chart, the class discusses the purpose of structures and vehicles in a community.
The class then classifies structures according to purpose (shelter, water, fun, safety, efficiency, etc.). The
discussion continues with how some structures are made by people, and others are made by animals in
nature (beehive, bird's nest, beaver dam, etc.). The class can also share how different things can be added
to a structure for a specific purpose (window, door, sign, trellis, fence, gate, etc.).

4. Using BLM 2a, grade 1 students draw structures made for people and animals, and structures made in
nature. Using BLM 2b, grade 2 students draw vehicles in a community.

2.2 Field Trip

Differentiated Activity - Grade 1 students will be working on structures and grade 2 students on
vehicles

1. Prearrange an excursion to discover the structures and vehicles in the community. This may be a
neighbourhood walk, a bus trip around an entire town or portion of a city, or a guided tour of the community.

2. During the excursion you, or a volunteer, takes videotape, still photos or both, of the community structures
and vehicles. The tape or photos will be a useful resource throughout the rest of the unit.


     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-7
                                                                                             Tour of the Town
                                                                                                                Subtask 2
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 150 mins

3. In pairs, the students record the structures and vehicles they see on their trip (BLM 2c).

2.3 Classifying Shapes and Solids - Grade 1 students will be working on structures and grade 2
students on vehicles

Differentiated Activity

1. Upon returning from the excursion, students compare parts of structures and vehicles they saw
according to the types of shapes and solids used in their construction, as well as the type and direction
(forwards and backwards; doors move inward and outward) of movement. Individually, they may either use
attribute blocks and solids to physically construct a structure or vehicle, or be given pictures or photographs
(see Resources), and in their learning logs (BLM 2d) record the name of the structure or vehicle, and the
names of the shapes they were able to identify in each.

2.4 Brainstorming and Demonstration – Movement of Living and Non-Living Things

Combined Activity

1. After discussing several ways we can move, the students draw and label five different kinds of
movement (BLM 2e). The list is taken to the gym or outside play area, where the students then demonstrate
these movements.

2. Use a master list of students to go with the movement list (BLM 2f) and check off only the movements that
individual students are unable to do.

3. Students are then asked how non-living things (objects) can be made to move. This can be demonstrated
in the gym, outdoor play area, or classroom. Reach the conclusion that living things can move by themselves,
however non-living things need to be moved by an external action or force. Have the students record this on
a sheet of blank paper in their learning logs.

4. There could also be a class discussion and brief exploration of mechanisms around the classroom (i.e.,
clock and pencil sharpener) and how they move.

Adaptations
1. Pair students in heterogeneous pairs, where one of the two is able to read and write.

2. Show pictures as often as possible to those requiring visual aids (such as ESL students).

3. Keep instructions clear and succinct and give a time limit to complete tasks.

4. Provide alternate transportation arrangements for physically challenged students.



Resources
       Structures in a Community                                     BLM 2a.cwk

       Vehicles in a Community                                       BLM 2b.cwk

       In Our Community                                              BLM 2c.cwk


     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-8
                                                                                             Tour of the Town
                                                                                                                Subtask 2
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 150 mins
       The Shape of Things                                           BLM 2d.cwk

       How We Move                                                   BLM 2e.cwk

       Movement Checklist                                            BLM 2f.cwk

       Science Everywhere - Grade 1                                  Harcourt Brace Canada

       Science Everywhere - Grade 2                                  Harcourt Brace Canada

       Camera                                                        1

       Attribute Blocks                                              1 set

       Set of Building Blocks                                        1 set

       Various Objects                                               Many

       Video Camera                                                  1

       Parent or Community Volunteers


Notes to Teacher
1. It would be particularly useful to simultaneously teach the grade 1 Social Studies unit on Relationships in
Community and the Geometry strand in both grades' Mathematics. Many of the expectations in these other
subject areas can be met and reinforced when meeting the Science expectations.

2. Decide the level of formality of the tour. The tour could range from a walk with the teacher around the
neighbourhood (if it not purely residential) to a guided tour of the town custom designed for the class.

3. Be aware of appropriate supervision of all students. At this age, it is appropriate to have one adult for every
two or three students when they leave a contained area, such as the school ground or tour bus.


Teacher Reflections




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-9
                                                                Moving, Carrying, and Fastening
                                                                                                               Subtask 3
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 210 mins

Description
Students will work in pairs to create containers that can carry an object. Through drawing and writing
they will record their plans and describe their final products. The teacher will guide the students as they
examine moving heavy objects. Students will state their guess about various inquiries and record their
observations. All students will participate in a brainstorming activity to identify and describe fasteners,
and then individual students will collect tallies and create a graph.

Catholic Graduate Expectations:

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

CGE 5g - achieves excellence, originality, and integrity in one's own work, and supports these qualities in
the work of others.


Expectations
1s77 A    – communicate the procedures and results of                            Groupings
          investigations and explorations for specific                               Students Working As A Whole Class
          purposes, using demonstrations, drawings, and oral                         Students Working In Pairs
          and written descriptions (e.g., set up a display of                        Students Working In Small Groups
          different cooking utensils and identify the function of                    Students Working Individually
          each utensil);
2s76 A    – use appropriate vocabulary to describe their                         Teaching / Learning Strategies
          investigations, explorations, and observations (e.g.,
                                                                                     Brainstorming
          use words such as rotate, turn, faster, and slower to
                                                                                     Direct Teaching
          describe the motion of wheels and axles);
                                                                                     Discussion
2s78 A    – communicate the procedures and results of
                                                                                     Graphing
          investigations and explorations for specific
          purposes, using drawings, demonstrations, and oral                         Model Making
          and written descriptions (e.g., draw a sketch of an
          object they plan to make and another sketch of the                     Assessment
          object after it is made; tell the class the procedures                 Informal Assessment
          they followed in making a vehicle or a container with                  Brainstorming can be used to informally
          a hinged lid);                                                         assess what the students know about
2s80 A    – select and use appropriate tools, utensils, and
          equipment (e.g., use a paper punch to make holes                       hinges and wheels and where they can
          for the axle in cardboard wheels);                                     be observed in the environment. This is
2s83 A    – compare the motion of objects on different                           also useful in the activity to do with
          surfaces (e.g., wheels of a toy on carpet, tile, and                   fasteners.
          sand);
2s87 A    – predict factors that make a load easier or more                      Anecdotal Record
          difficult to move (e.g., the size of a wheel or hinge,                 Cooperation and participation of all group
          the amount of friction);                                               members can be observed and anecdotal
                                                                                 records kept.

                                                                                 Assessment Strategies
                                                                                     Observation

                                                                                 Assessment Recording Devices
                                                                                     Anecdotal Record


Teaching / Learning

    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-10
                                                                 Moving, Carrying, and Fastening
                                                                                                                Subtask 3
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  210 mins
Humans have always needed containers to hold things. We only have two arms and frequently need
assistance to carry or move things to another place.
Jesus was placed in a manger because they could not always hold Him and they needed a safe secure
place for Him. What do you think the manger looked like? Would it have holes? How tall would it be? Why?
How many sides?
Moses was found in a reed basket floating in the river. What do you suppose it looked like? Did it have holes?
Was it heavy or light?
The young boy carried a basket of fishes and loaves. What did that container look like? Did it have a lid?
Why?
Introduce the word HINGE. Brainstorm what they know about hinges and explain how it works. Briefly write a
description on chart paper and post it for later reference.
What does your lunch bucket look like? Describe some of the properties and discuss why.

You will notice a heavy emphasis on the use of recyclables and salvaged materials. This allows us an
opportunity to foster an awareness of stewardship of our planet and protection of the environment by
reducing, reusing, and recycling materials. This philosophy permeates many of the activities in this unit.

3.1 Creating a Container

Combined Activity

1. Examine hinges with the students. Explore how are they used, why are they useful, and what materials
can be used to create one. Examine how they are attached and what materials can be used to attach them to
containers.

2. The students, working in pairs, create a container to hold a toy.
Have available a collection of salvaged materials including Beautiful Junk: clear plastic muffin or pastry
containers, small cartons, styrofoam trays, egg cartons, orange or onion mesh bags, pieces of cloth, rubber
bands, tape, glue, ribbon, yarn, etc.

3. The pairs are each given a "small toy." E.g., a handful of interlocking construction blocks, dowels that fit
into round blocks, pattern blocks, playdough, dice, broken bits of chalk, etc.

4. Give the students 20 to 40 minutes to plan and create a package that can open and shut and that will hold
the items.

5. Before they actually start to build, have them draw and write a description of their plan on a piece of 8 x
11 paper. When they are finished, have them record what they actually created on another piece of paper.

6. Each group presents their package to the large group and describes why they think it is effective.

3.2 Moving a Heavy Object - Direct Teaching of the Concept of Friction and Group Discussion

Combined Activity

1. Tell the story of Samson and Delilah.
Discuss why the people were so astonished by the great strength of Samson. (Judges 16:3 "He took hold of
the doors of the city gate and the two posts, pulled them up, bar and all, put them on his shoulders, and
carried them to the top of the hill that is in front of Hebron.")

2. In the first experiment, the students take turns carrying a large empty suitcase around the classroom. Then,
fill it, and have the students observe and compare different ways of moving it, such as upright, on its side, on

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-11
                                                                 Moving, Carrying, and Fastening
                                                                                                                Subtask 3
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  210 mins
its back, or on casters.

3. Using BLM 3a, direct an investigation into which method of moving the full suitcase is easiest. Each
student circles his or her own guess and then record his or her own observations. As you go through the
experiment, record the vocabulary on chart paper or the chalkboard, so the students can use these words in
their conclusions.

4. Follow up discussion:
Where else do we see friction? How do wheels reduce the amount of friction when moving a large object?
How can we use it to our advantage? Brainstorm and record on chart paper different places wheels are
used, such as bikes, tires, vacuum cleaners, or when moving fridges or heavy pieces of furniture.

5. Discuss why the wheel was such an important invention and how it changed the way people work. This
leads to a further discussion about the wheel and its parts. Brainstorm what the students know about the
wheel and how it can be attached to an object. Generate vocabulary such as axle, chassis, turn, clockwise,
and counter-clockwise. Record their ideas on chart paper and post it so it can be referred to later.

3.3 Moving a Heavy Object Across Different Surfaces

Combined Activity

1. Begin with a discussion of walking in the snow or on the beach or in sticky mud. Compare this to walking
on the sidewalk or across the classroom floor.

2. Discuss moving objects across the desert or up hills or on gravel paths.

3. Ask the students which method of moving the suitcase they found to be easiest in the last activity. (They
should have found it easiest when it was on castors.)

4. In this experiment, the students assist in moving the suitcase (on castors) across different surfaces, and
record their observations about which surfaces it moves across easily.

5. Using BLM 3b, direct the experiment.

6. The suitcase is moved across a carpeted surface, a smooth floor, and a blanket. Each student circles their
guess and records what they see.

7. As the students generate vocabulary, record it on chart paper or the chalkboard so they can use these
words in their conclusions.

3.4 Examining Fasteners

Combined Activity

1. Introduce fasteners. Show the students a collection of fasteners including paper clips, zippers, buttons,
tape, glue, snaps, buckles, staples and stapler, hook and eye, and shoe or skate laces.

2. Discuss the similarities and differences among the objects with the students. Continue to direct the
conversation toward the conclusion that these are objects that hold.

3. Discuss how the objects work, their purposes, and where they can be found. As the students identify
where the objects are used, explore what kinds of materials they can hold. (E.g., paper, cloth, plastic, etc.)

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-12
                                                                 Moving, Carrying, and Fastening
                                                                                                                Subtask 3
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  210 mins

4. Ask the students what they know about fasteners. Record their ideas on chart paper.

5. In groups of five or six, the students examine their backpacks, and identify the fasteners that are found on
their backpacks, where they are located and their function. This information is shared with the large group.

6. The students then record the group information on a tally sheet (BLM 3c) and use it to create a graph.

Adaptations
See Notes to teacher in Overview for general adaptations.


Resources
      Moving a Suitcase                                              BLM 3a.cwk

      Moving a Suitcase Across Different                             BLM 3b.cwk
      Surfaces
      Fasteners                                                      BLM 3c.cwk

      Chart Paper

      Glue Stick                                                     1

      Markers                                                        many

      Scissors                                                       1

      Duct Tape                                                      1 roll

      Small Manipulatives (Objects)                                  Many

      Suitcase                                                       1

      Blanket                                                        1

      Scooter Board (or Casters)                                     1

      Beautiful Junk                                                 Consumable




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-13
                                                                 Moving, Carrying, and Fastening
                                                                                                                Subtask 3
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  210 mins


Notes to Teacher
1. As you introduce this unit, use pictures of Jesus in the manger, Moses in the reed basket, and the boy
carrying the fishes and loaves to show the students different containers. You could also use real examples
of various containers.

2. In activity 3.1, the students are asked to draw and write about their plan before they produce it. It might
be interesting to give each pair of students a large piece of chart paper divided into two parts, plan and
actual. This way they can readily see the modifications, if any, they have made.

3. In activity 3.2, you need to have ready a large empty suitcase which the students can handle. It is also
necessary to have some heavy objects, such as books, to put in the suitcase so that it cannot be moved
easily when full. Also have rollers or a scooter board that the suitcase can be moved on.

4. Discussing the building of the pyramids, temples, cathedrals, or Stonehenge could enhance this lesson.
Explain how people were able to move huge pieces of building materials across great distances. Further
discussion could extend to how students use friction in their daily lives. You could further enchance this
activity by identifying and recording examples of using friction in the home or at school. (E.g., moving AV
equipment, etc.)

5. Prior to introducing activity 3.3, the students can spend time in the gym pretending to move across
different surfaces, such as slippery ice, snow drifts, sticky mud, hot sand, slimy pudding, gravel, and Jelly.
It may be necessary to create different surfaces for the students to move the suitcase across. You can
use an area rug if floor is not carpeted.

6. In activity 3.4, the students brainstorm what they know about fasteners and different types. As you
record their ideas on chart paper, it is sometimes helpful to alternate colours of markers, or draw symbols
or simple drawings beside the word to assist students who are not yet able to read many words on the list.

Safety Regulations (Science Teachers Association of Ontario)

1. Students need to be cautioned and care taken to ensure that fingers do not get caught in mechanisms.

2. When moving across various surfaces, be aware of slippery floor conditions.

3. Adequate safe space, tools and objects must be provided so the students can work safely.

Teacher Reflections




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-14
                                                                          What Works? What Doesn't?
                                                                                                                  Subtask 4
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                    180 mins

Description
The students will work in groups with different materials, to build and then present constructions to the
class. Grade 1 students will focus on the nature and function of structures while the grade 2 students
will focus on the nature and function of mechanisms. Together they will examine how these work
together as systems.

Catholic Graduate Expectations:

CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and
experience.

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.


Expectations
1s66         • demonstrate understanding of the characteristics                     Groupings
             of different structures and of ways in which they are                      Students Working As A Whole Class
             made, and recognize and use some systems in the                            Students Working In Small Groups
             home or at school.
1s88 A       – describe, using their own experience, how the                        Teaching / Learning Strategies
             parts of some systems work together (e.g., wheels
                                                                                        Brainstorming
             and axle; pulley and string).
                                                                                        Demonstration
2s66 A       • describe the position and movement of objects,
                                                                                        Discussion
             and demonstrate an understanding of how simple
                                                                                        Experimenting
             mechanisms enable an object to move;
                                                                                        Homework
2s68 A       • recognize that different mechanisms and systems
                                                                                        Model Making
             move in different ways, and that the different types
             of movement determine the design and the method                            Oral Explanation
             of production of these mechanisms and systems.
2s69 A       – describe different mechanisms through                                Assessment
             observation and investigation (e.g., hinge, inclined                   Rubric: one for each grade
             plane), and identify the components that are simple                    The students are asked to present in a
             machines (e.g., lever, wedge);                                         riddle what they know about a simple
2s70 A       – describe, using their observations, the
             characteristics and movements of simple                                machine. This is an excellent chance to
             mechanisms (e.g., hinge, wheels and axle);                             evaluate whether they followed the
2s82 A       – identify, through observation, the mechanical                        guidelines of providing at least three clues,
             parts of objects (e.g., hinges on doors) and describe                  if they know and understand the simple
             the motion of these parts;                                             machine they presented, and if they can
2s88 A       – identify different ways in which wheels and axles                    classify it into a subgroup of machines. As
             can be attached to a chassis (e.g., by using an                        the knowledge of simple machines is not
             axle-holder, by placing the axle in holes drilled in the               required for grade ones, they can be
             frame);                                                                observed for their communication skills.
2s89 A       – demonstrate awareness that the wheels of a                           (See rubric for both.)
             vehicle rotate clockwise or counterclockwise
             depending on the direction of movement of the
             vehicle.                                                               Rating Scale (1-4)
1s77 A       – communicate the procedures and results of                            The students are given the opportunity to
             investigations and explorations for specific                           create and explore both a lever and a
             purposes, using demonstrations, drawings, and oral                     pulley. Using a rating scale, the teacher
             and written descriptions (e.g., set up a display of                    can determine if the student followed
             different cooking utensils and identify the function of                directions and has an understanding of the
             each utensil);                                                         function of each of these machines.
1s75 A       – use appropriate vocabulary in describing their

       Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-15
                                                                        What Works? What Doesn't?
                                                                                                                Subtask 4
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  180 mins
           investigations, explorations, and observations (e.g.,                  Anecdotal Record
           use words such as triangle, tall, and zigzag in                        In activity 4.3, not only does the student
           describing shapes; use input and output in                             need to create a model but the student is
           describing the operation of a machine);                                required to explain it orally and write and
                                                                                  draw about it. This can be observed, and
                                                                                  comments can be recorded in an
                                                                                  anecdotal record.

                                                                                  Assessment Strategies
                                                                                      Classroom Presentation
                                                                                      Performance Task

                                                                                  Assessment Recording Devices
                                                                                      Rating Scale
                                                                                      Anecdotal Record


Teaching / Learning
Humans have always needed to move or lift or cut things into parts.
Jesus was the Son of a carpenter. What kinds of tools do you suppose Jesus knew about? What would He
have used when He helped Joseph in the shop?
Mary cooked their supper. Did she need tools to do this? What kind do you suppose she had?
Jesus went to temple. These were structures that were occasionally very elaborate with pillars and
decorations. These pillars or walls had to be lifted into place. The Roman kings had huge fancy buildings with
sculptures and decorations. How do you think these things were built or lifted into place?
God did not give us super human strength, instead He gave us brains to problem solve, and people have
always been ingenious in their ideas.

4.1 Introduction to Mechanisms- Discussion

Combined Activity

1. Prior to beginning this subtask, it would be helpful to examine and discuss all the examples of simple
mechanisms in the classroom. (E.g., tape dispensers, scissors, stapler removers, door knobs, shovels, pencil
sharpeners, and rolling pins.)

2. The students are each asked to bring to school an object that is a mechanism (eg. a ramp/inclined plane or
a hinge) or that is a simple machine (eg. a wedge or a can opener).
With this request, send home a note to parents indicating that the class will be studying different simple
machines and mechanisms and name these (e.g., lever, ramp, wedge, wheel and axle, hinge and pulley).
You may want to include some examples of each to assist the parents in recognizing them in the home.

3. When the students bring the items to school, set the objects on a table labelled "Mechanisms Make
Movement Easier." (Labels for subgroups can be made up and the items can be subdivided by type of
mechanism.)

4. Students have time throughout the unit to examine and explore these models. While the students are
presenting their mechanism, record on chart paper what each student brought in and put it under the
appropriate heading.

4.2 How Do Structures and Machines Work Together to Make Systems?



     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-16
                                                                        What Works? What Doesn't?
                                                                                                                Subtask 4
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  180 mins
Combined Activity

1. You will need a small figure of a person.

2. Tell the students that you want to make a little house for this person.

3. Place a milk carton, plastic margarine tub, or other object over the person. Ask the students how they think
the person will get in or out.

4. If they say it needs a door, ask the students how to make one and what mechanism will be part of it.
(Hinge)

5. Next, tell them you want to create a vehicle for your person to move to another structure/building. You can
use recyclables, interlocking construction blocks, or dowels that fit into round blocks.

6. Sit the figure on top of the vehicle but do not add wheels. Ask the children what you need to do so the
vehicle can move.

7. Using their suggestions, add wheels. In your model, be sure to attach the wheels to an axle and then a
chassis. The chassis is the axle holder. Be certain to name these parts for the children.

8. Continue in this vein, and direct the children to tell you how to build a ramp.

9. Emphasize the vocabulary by highlighting key words on the chalkboard or chart paper.

10. Discussion: Can structures move without machines? Structures need machines so they can move or be
moved. The interaction of these is called a system.

11. Have the students brainstorm descriptions of a system, and record these on chart paper.

4.3 Let's Construct - Model Making

Groups of Two or Three Students

1. Challenge the students to build either a structure or a vehicle. The students must be able to answer
questions about it such as, what part can you move? What do you have to do to move it? What happens to
the other parts when you do so? What happens to the entire object?

2. Grade 1 students will build a structure. It must incorporate a simple mechanism. It could be a slide, building,
bridge, etc. The students are expected to describe their structure and explain its function.

3. Grade 2 students will construct a vehicle. It can incorporate systems, and the students are expected to
describe the mechanism and explain its function.

4. Allow ample time for the students to manipulate materials and try out their ideas. Upon completion of the
construction part of the task, and the presentation to the large group, the students can individually draw and
write about what they created. "What I learned about ___________."


Adaptations
1. As the language and terminology is likely unfamiliar to some of the students, introducing some of the key words
in advance would be helpful especially for ESL students.

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-17
                                                                         What Works? What Doesn't?
                                                                                                                Subtask 4
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  180 mins

2. Some students may need the opportunity to present their riddles either in private with the teacher or they may
need someone to help them read their clues.

3. Provide extra time to manipulate the materials to create the required structure or machine to students who
need it.



Resources
      Balancing- Junior Science                                      Terry Jennings

      Levers and Ramps                                               Ed Catherall

      Machines- Starting Technology                                  John Williams

      Simple Machines - Science Works for                            Evan-Moor Educational Publishers
      Kids Series
      Science Book of Machines                                       Neil Ardley

      Let's Explore Science, Make It Go                              David Evans and Claudette Williams

      String

      Dowels that Fit into Round Blocks                              1

      Interlocking Construction Blocks                               1

      Spools or Paper Rolls                                          1




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-18
                                                                        What Works? What Doesn't?
                                                                                                                Subtask 4
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  180 mins


Notes to Teacher
1. Prior to beginning this subtask, it would be helpful to note all the examples of simple machines in the
classroom. E.g., tape dispenser, scissors, stapler remover,door knob, shovels, pencil sharpener, rolling pin,
etc.
Activity 4.1 helps the students learn to identify simple machines in their homes, and also keeps the families
abreast of what is being studied in the classroom.

2. Bring a toolbox into the room and fill it with a variety of tools including, screws, screwdrivers, scissors,
chisels, nails, hammer, wrenches, an axe, and saws. Examine these with the children and identify the
wedges. Stress that these help people by cutting, splitting, or piercing. (Don't forget that teeth also act as
wedges.) Caution: Tools are sharp - be sure to ensure tools are handled safely.

3. Have available many different everyday examples of mechanisms such as can openers (both the kind
that pierces the top of the can and the kind with the handle that turns), needles, dust pans, toy cars, trucks,
etc.

4. A trip outside to view the flagpole with its flag is an excellent way to demonstrate how a pulley works.

5. As you record the students' ideas on chart paper, always read and reread them with the students.
Compile all the reflections that have been recorded on the chart paper into one small document for the
students to take home, read, and discuss with someone for homework. This reinforces the reading and the
content, and keeps families abreast of what is being studied in class.

Safety Regulations (Science Teachers Association of Ontario)

Refer to this document regarding the use and exploration of mechanisms in the classroom.


Teacher Reflections




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-19
                                                                                                          Group Fun!
                                                                                                                  Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                     90 mins

Description
Through a series of activities students will work individually, in small groups, and as a large group to
investigate, explore, observe, and describe structures and movement. Students will learn, develop, and
explain, through writing and drawing, the concepts of speed and motion of an object on various surfaces
and containing different materials. They will hypothesize, observe, and record their findings.

Catholic Graduate Expectations:

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

CGE 5e - respects the rights, responsibilities, and contributions of self and others.


Expectations
1s68         – identify ways in which various structures are similar                Groupings
             to and different from others in form and function                          Students Working As A Whole Class
             (e.g., rooms all have walls but are different in size                      Students Working In Small Groups
             and are used for different purposes; rubber balls are                      Students Working Individually
             round and solid whereas balloons are round and
             hollow)                                                                Teaching / Learning Strategies
1s72 A       – design and make different structures using
                                                                                        Collaborative/cooperative Learning
             concrete materials, and explain the function of the
                                                                                        Concept Clarification
             structure (e.g., a toy bridge, a slide for testing a
             marble);                                                                   Learning Centres
1s75 A       – use appropriate vocabulary in describing their
             investigations, explorations, and observations (e.g.,                  Assessment
             use words such as triangle, tall, and zigzag in                        Anecdotal Record
             describing shapes; use input and output in                             Observe the students as they work in
             describing the operation of a machine);                                groups at various learning centres.
1s76         – record relevant observations, findings, and
             measurements, using written language, drawings,                        Gather anecdotal statements on individual
             charts, and concrete materials (e.g., record the                       students' contribution to the group, task
             number of different shapes in a playground and                         completion, and cooperative learning skills.
             draw them);
1s77 A       – communicate the procedures and results of                            Rating Scale (1-4)
             investigations and explorations for specific                           All experiments will be assessed on the
             purposes, using demonstrations, drawings, and oral                     rating scale and record of the activities
             and written descriptions (e.g., set up a display of                    and achievements in their learning log
             different cooking utensils and identify the function of                folders. Assess amount of detail, use of
             each utensil);                                                         vocabulary and general understanding of
1s78         – use appropriate natural and manufactured                             the concepts at each centre.
             materials to make structures (e.g., cut paper, mix
             sand and water, combine pipe cleaners, use
             moulding clay);                                                        Rubric - There are different rubrics
2s73 A       – describe, using their observations, the pattern of                   for each grade
             movement of objects (e.g., turning, spinning,                          Rubrics will be used to assess the
             swinging, bouncing, vibrating).                                        learning that is demonstrated by the
2s76 A       – use appropriate vocabulary to describe their                         students as they record their results on
             investigations, explorations, and observations (e.g.,                  the record sheets for the learning centres.
             use words such as rotate, turn, faster, and slower to                  Both grades will be assessed on
             describe the motion of wheels and axles);                              cooperative learning and communication,
2s77 A       – record relevant observations, findings, and                          however the rubrics for each grade will
             measurements, using written language, drawings,                        differ in grade specific expectations. The
             charts, and concrete materials (e.g., record what
             happens to the movement of a vehicle released                          grade 1 students will be assessed on
                                                                                    scientific knowledge, appropriate use of

       Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-20
                                                                                                          Group Fun!
                                                                                                                  Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                     90 mins
             from a ramp if the size of its wheels is changed);                     equipment, and their learning of the
2s83 A       – compare the motion of objects on different                           concept of scientific procedure. The grade
             surfaces (e.g., wheels of a toy on carpet, tile, and                   1 and 2 students will be assessed using
             sand);                                                                 many of the content specific expectations
2s84 A       – compare the motion of similar objects made with or                   for the grade level.
             filled with different materials (e.g., ways in which
             baseballs and tennis balls bounce; ways in which
             film canisters containing different materials roll down                Group Work Self-Evaluation - BLM 5g
             a slope);                                                              This gives the students an opportunity to
2s85 A       – describe, using their observations, the effect that                  reflect on how they worked in a group.
             different surfaces (e.g., wood, tiles, carpet, water)                  They will reflect on how well they got
             have on the rate at which an object slows down;                        along, how well they used their time to
2s86 A       – describe, using their observations, the effects of                   complete the task, and how well they
             changing the slope of an inclined plane on the                         contributed to the group.
             motion of an object that is placed on it (e.g.,
             changes in speed, changes in distance travelled);                      Assessment Strategies
2s74 A       – ask questions about and identify needs or
                                                                                        Learning Log
             problems related to structures and mechanisms, and
                                                                                        Performance Task
             explore possible answers and solutions (e.g.,
                                                                                        Observation
             investigate the effect of different floor coverings on
             the motion of a toy car);
2s75         – plan investigations to answer some of these                          Assessment Recording Devices
             questions or solve some of these problems, and                             Rubric
             describe the steps involved;                                               Rating Scale
                                                                                        Anecdotal Record


Teaching / Learning
In the Old Testament we learn how God’s people were required by their Egyptian masters to help build the
temples, shrines, and monuments such as the pyramids.
These people worked long and hard, toiling in the desert. It was hard, heavy, hot, and back-breaking work,
but they had the brains God gave them. They were able to figure out how to use ramps, wheels, axles,
levers, and pulleys to make their work easier. But still, there was more to think about.
What if some objects that had to be moved were bigger or heavier than others?
What if some objects had to be moved by rolling, turning, or spinning?
What would be the best or easiest way to move these things?
Very likely, these smart, creative people tried experiments to see if changes in size or shape or weight would
affect the usefulness of these simple machines or mechanisms.
We can try some of these experiments now.

5.1 Grade 2 Learning Activity One: Which One Bounces Best? (BLM 5a)

Groups of Grade 2 Students

1. Give out BLM 5a as an experiment record for the students and show them how to record their results. Go
over each section of the page to discuss what is expected.

2. The students work in groups of two, three, or four, depending on availability of materials.

3. The students bounce a sponge ball and a rubber ball from a designated height (1 m) onto an uncarpeted
floor to see which ball bounces higher. The students will see that balls made out of rubber bounce higher
than those made of sponge.

4. Students record their information in writing and drawing on the BLM for this activity.


       Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-21
                                                                                                        Group Fun!
                                                                                                                Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                   90 mins
5.2 Grade 2 Learning Activity Two: Bouncing Surfaces (BLM 5b)

Groups of Grade 2 Students

1. Students bounce a sponge ball on different surfaces to see on which surface the ball bounces best.

2. Different surfaces can include a carpeted floor and an uncarpeted floor. The constant is the ball.

3. The students will see that a hard surface, such as an uncarpeted floor, works best.

4. Students record their information in writing and drawing on the BLM for this activity.

See Subtask Notes #3 for several other options for grade 2 learning activities.

Through a series of learning activities, students will learn, develop, and explain in writing and drawings, the
concepts of speed and motion of an object on various surfaces, planes, and containing different fillings.
Vocabulary such as incline, ramp, etc. should be reviewed as the students explore the centres.

5.3 Grade 1 Learning Activity

Groups of Grade 1 Students

1. Fun activity centres are set up with different kinds of fasteners, cardboard tubes, pipecleaners, paint,
paper, wallpaper, craft material, various material samples (felt, plastic, etc.), and salvaged materials from
earlier projects.

2. Grade 1 students work in groups of two, three, or four.

3. As they play with materials, they can be directed to create something new, and to decide which materials
they like working with best.

5.4 Group Work Self-Evaluation

Combined Activity

All students complete a Group Work Self-Evaluation Sheet (BLM 5c) and discuss ways in which they can
improve their group skills next time.

Adaptations
1. Peer tutors should be used in heterogeneous groups (multi-level, multi-grade).

2. Check in frequently with students who may have difficulty remaining on task.

3. Provide assistance to any student not able to follow instructions clearly.

4. Repeat instructions often.

5. Review concepts and allow some students to give conclusions and observations verbally to check for
understanding. Scribe or guide during written work.

6. Ensure that a supportive, inclusive environment exists in each group so that each person is valued for their
unique contribution.


     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-22
                                                                                                       Group Fun!
                                                                                                               Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  90 mins




Resources
     Rubric for Gr. 2 Learning Activities

     Rubric for Gr. 1 Learning Activities

     Which One Bounces Best?                                        BLM 5a.cwk

     Bouncing Surfaces                                              BLM 5b.cwk

     Group Work Self-Evaluation                                     BLM 5c.cwk

     Science and Technology - Grade 1                               Addison Wesley

     Science Everywhere - Grade 2                                   Harcourt Brace Canada

     Science and Technology - Grade 2                               Addison Wesley

     Science Everywhere - Grade 1                                   Harcourt Brace Canada

     Pipe Cleaners                                                  many

     Modelling Clay

     Different Kinds of Fasteners

     Construction Paper, Cartridge Paper

     Found Materials for Construction

     Interlocking Construction Blocks                               1

     Tape

     Metre Sticks                                                   Class set

     Stopwatches (Optional)

     Collection of Balls

     Small Manipulatives (Objects)                                  Many

     Books

     Construction Toys




    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-23
                                                                                                       Group Fun!
                                                                                                               Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  90 mins
     Senior Student Peer Helpers




    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-24
                                                                                                        Group Fun!
                                                                                                                Subtask 5
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                   90 mins


Notes to Teacher
1. Learning Activities can be set up for the students to explore. You may have them set up for all students
to use, or you may wish to make them group centres.

2. It would be best if the teacher had a large copy of the exact BLM to go over the expectations of filling in
the Activity Sheet. Such larger displays can be achieved with chart paper or overheads.

3. In the culminating task gr. 2 students will be building roads and vehicles for the town. There are several
experiments available in The Science Book Resources Listed For Grade 2 in the resource list for their
subtask. Following are some specific page references for you find them:

Expectation 2s86 (The Ontario Curriculum, Gr. 1-8: Science and Technology, pg. 75) - "describe, using
their observations, the effects of changing the slope of an inclined plan on the motion of an object that is
placed on it (eg. changes in speed, changes in distance travelled)".

Expectation 2s84 (The Ontario Curriculum, Gr. 1-8: Science and Technology, pg. 75) - " compare the
motion of similar object made with or filled with different materials (eg. ways in which baseballs and
tennis balls bounce; ways in which film canisters contain different materials roll down a slope)".

Expectation 2s83 (The Ontario Curriculum, Gr. 1-8: Science and Technology, pg. 75) - "compare the
motion of objects on different surfaces (eg. wheels of a toy on carpet, tile, and sand).

Science Everywhere 2 - Harcourt Canada Ltd.

- Student Book pgs. 54-55 and Teacher's Manual pgs. 148-9- Will It Roll? explores good rollers and bad
rollers; which rollers go straightest and which rollers go fartherest. There is also an experiment where
clay is placed inside the roller (a cardboard tube) to observe how the roller changes.

- Student Book pgs. 56-57 and Teacher's Manual pgs. 152-3- Racing Rollers helps children see which
balls roll farther and how to set up rules for a fair rolling test.

- Student Book pg. 62 and Teacher's Manual pgs. 164-65- In a Spin explores spinning different objects to
see which ones will spin best, as well as spinning bottles with varying amounts of liquid in them.

Science and Technology 2 - Addison Wesley

- Student Book pgs. 4-11 and Teacher's Manual pgs. 85-88 - These activities explore how different cars
move down a ramp; comparing ramps to see which one makes the car go fastest; testing cars on smooth
and bumpy surfaces; and testing heavy and light objects to see which travels farther.

Safety Regulations (Science Teachers Association of Ontario)

1. Allow adequate safe space for movement.

2. When releasing objects from a height, be sure that the students do not put themselves at risk.

3. Spectators must be controlled whenever a projectile is being launched.


Teacher Reflections

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-25
                                                                                Tiny Town Construction
                                                                                                               Subtask 6
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 150 mins

Description
At the end of the unit, the students will celebrate the creativity and ingenuity of humans as they
themselves build structures and simple machines. Through differentiated groupings, students will design
and construct a Tiny Town (to be displayed for parents and students) using the knowledge and
understanding of concepts taught during the course of this unit. The grade 1 students will be assessed
on their design and construction of the buildings and structures. The grade 2 students will be assessed
on their design and construction of the vehicles. Each student will create a design plan before the
construction performance task, and then a self-evaluation on the function, purpose, and appearance of
their creation.

Catholic Graduate Expectations:

CGE 4c - takes initiative and demonstrates Christian leadership.

CGE 5a - works effectively as an interdependent team member.



Expectations
1s65 A    • design and make structures that meet a specific                      Groupings
          need;                                                                      Students Working As A Whole Class
1s72 A    – design and make different structures using                               Students Working In Small Groups
          concrete materials, and explain the function of the                        Students Working Individually
          structure (e.g., a toy bridge, a slide for testing a
          marble);                                                               Teaching / Learning Strategies
1s78 A    – use appropriate natural and manufactured
                                                                                     Model Making
          materials to make structures (e.g., cut paper, mix
                                                                                     Oral Explanation
          sand and water, combine pipe cleaners, use
                                                                                     Advance Organizer
          moulding clay);
                                                                                     Collaborative/cooperative Learning
1s79 A    – select appropriate tools and utensils (e.g., pencil,
          paintbrush, scissors, hacksaw, spoon, measuring                            Demonstration
          cup);
1s80 A    – use tools appropriately when joining and shaping                     Assessment
          various materials (e.g., nails, glue, sandpaper).                      Rating Scale (1-10)
1s82 A    – explain the function of a structure that they have                   Evaluate the students' cooperative learning
          made and describe how they made it (e.g., a bridge,                    skills.
          a castle);
1s85 A    – use and recognize the effects of different kinds of
          finishing techniques and processes (e.g., painting,                    Rubric: Each grade will have a
          adding decals) on structures they have designed                        different rubric
          and made;                                                              Assess student learning in terms of the
2s67 A    • design and make simple mechanisms, and                               finished structures or vehicles and the
          investigate their characteristics;                                     ability to explain both the process and
2s78 A    – communicate the procedures and results of                            purpose of the model-building.
          investigations and explorations for specific
          purposes, using drawings, demonstrations, and oral                     Assessment Strategies
          and written descriptions (e.g., draw a sketch of an                        Exhibition/demonstration
          object they plan to make and another sketch of the                         Self Assessment
          object after it is made; tell the class the procedures                     Performance Task
          they followed in making a vehicle or a container with
          a hinged lid);
2s80 A    – select and use appropriate tools, utensils, and                      Assessment Recording Devices
          equipment (e.g., use a paper punch to make holes                           Rating Scale
          for the axle in cardboard wheels);                                         Rubric
2s79 A    – make simple mechanisms and use them in

    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-27
                                                                                 Tiny Town Construction
                                                                                                                Subtask 6
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  150 mins
           building a device they have designed (e.g., vehicle
           with wheels and axles);
2s81 A     – use appropriate techniques to make and fasten
           the components of a model that they have made
           (e.g., bend cardboard to make hinges; glue various
           materials together).


Teaching / Learning
We have learned about the structures and mechanisms found in a community.
If Jesus and His family and friends were to come here today, they might not recognize some of the materials
we use (like plastic) or some of the structures (like a playground climber) or vehicles (like a train). They
would probably recognize many of the shapes, structures, and machines that move them.
God wants us to live in community. Jesus told us about the Kingdom of God and invited us to join Him there.
One day we will be with Him in community.
Our next task invites us to create a model of a community here on earth.

6.1 Introduction - Design Advance Organizer

Combined Activity (with differentiated BLMs)

1. Distribute the student assignment sheet (BLM 6a for Grade 1 students and BLM 6b for Grade 2 students)
and read through the assignment with the students.

2. The students complete a design sheet (BLM 6c for Grade 1 students and BLM 6d for Grade 2 students)
individually.

3. The gathered and provided materials in the class are reviewed with the students, and small groups are
directed to gather their working materials and return to their desk (or work station) one at a time.

6.2 Tiny Town Construction

Differentiated Activity

Grade 1 Students
1. Grade 1 students each construct a structure (as suggested in BLM 6a) for Tiny Town, and decorate their
structure to make it visually appealing. (See adaptations for extra features for enrichment.)

2. Facilitate the students in the exploration of materials that help structures stand (i.e., using modelling clay as
a base) and stay in one place (i.e. , tape or glue).

3. When the structures are finished, groups of grade 1 students are assigned secondary features that will
make Tiny Town safe, such as sidewalks, fences, and signs, as well as natural features such as trees,
parks, and gardens.

Grade 2 Students
1. Grade 2 students each construct and decorate a wheeled vehicle. They may also add other moving parts
if they wish.

2. When the vehicles are finished, groups of grade 2 students are assigned the design and construction of
other transportation-related elements, such as roads and parking facilities.

3. Facilitate the students in the exploration of different surfaces that can be used and why.

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-28
                                                                                 Tiny Town Construction
                                                                                                                Subtask 6
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  150 mins

6.3 Evaluation of Product

Combined Activity

1. Students evaluate their construction in terms of function, efficient use of material, and appearance (BLM
6e). These evaluations may be displayed on an adjoining wall or table to where Tiny Town is displayed.

6.4 Presentation of Tiny Town

Combined Activity

1. Students display Tiny Town in a secure place (back of classroom, hallway, school foyer, etc.).

2. They make up a presentation schedule to give a virtual tour of Tiny Town to other classes, family
members, and any other invited guests a class may wish to include on their virtual tour.

Adaptations
1. Tell students the purpose of the assignment and the method/criteria for the evaluation.

2. Relate material to students' lives and real-life situations.

3. Provide use of peer tutors for reading and writing.

4. Make necessary accommodations and give assistance to physically challenged students.

5. Provide enrichment opportunities for students. Reference Planner library for assistance.




Resources
       Rubric for Grade 2 - Tiny Town Project

       Rubric for Grade 1 - Tiny Town Project

       Grade 1 Tiny Town Assignment                                  BLM 6a.cwk

       Grade 2 Tiny Town Assignment                                  BLM 6b.cwk

       Grade 1 Design Sheet                                          BLM 6c.cwk

       Grade 2 Design Sheet                                          BLM 6d.cwk

       What Do You Think?                                            BLM 6e.cwk

       Science and Technology - Grade 1                              Addison Wesley

       Science and Technology - Grade 2                              Addison Wesley

       Science Everywhere - Grade 2                                  Harcourt Brace Canada


     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-29
                                                                                Tiny Town Construction
                                                                                                               Subtask 6
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                 150 mins
     Found Materials (Small Boxes or Cartons)

     Scissors                                                       1

     Spools or Paper Rolls                                          1

     White Glue                                                     1

     Plastic Knives

     Chalkboard

     Tape

     String

     Plastic Straws                                                 16

     Found Materials for Construction

     Produce Trays (Not Meat)

     Wooden Sticks or Wooden Spoons

     Parent Volunteer                                               Parent/Community Involvement

     Beautiful Junk                                                 Consumable

     Senior Student Peer Helpers




    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-30
                                                                                 Tiny Town Construction
                                                                                                                Subtask 6
Tiny Town
Structures and Movement A Unit for Grade 1/2                                                                  150 mins


Notes to Teacher
1. As students prepare to present their Tiny Town to others, you may wish to have them work on
Language and Communication expectations by making a brochure, an advertisement, or a special invitation
to the invited guests. Many Language expectations can be met with this extension.

2. Senior students or adult volunteers are needed to help the students read their assignment and check for
understanding. The assignment may also be sent home so families are aware of the project. Caution: The
students should not do the assignment at home. They must bring materials from home and complete the
assignment at school.

Safety Regulations (Science Teachers Association of Ontario)

1. Avoid use of tin snips by students to prevent cut metal edges from cutting students. Any cut metal
edges should be smoothed or covered.

2. Work in a well-ventilated area. Take particular caution of this for asthmatic students.

3. Use carpenter's glue or white glue, not super glue or wallpaper paste.

4. Cut produce trays with utility knives or plastic knives. Ensure that proper precautions and supervision
are provided.

5. Make sure students know how to use all the tools which are available to them, and how to keep the
work areas tidy by returning tools to a specially-designed box.

6. Provide a secured work surface and adequate work space.

Teacher Reflections




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:06 PM Page C-31
                                                                                 Appendices
                                                                                                     Tiny Town
                                                                             Structures and Movement




                               Resource List:
                            Black Line Masters:
                                  Rubrics:
              Unit Expectation List and Expectation Summary:




Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:17 PM
                                                                                                   Resource List
                                                                                                                   Page 1
Tiny Town
Structures and Movement A Unit for Grade 1/2

                                                                         Modalities of Movement Teacher Checklist                       ST 1
                                                                          BLM 1c.cwk

        Rubric                                                           Movement Checklist                                             ST 2
                                                                          BLM 2f.cwk
  Rubric for Gr. 1 Learning Activities                        ST 5       Moving a Suitcase                                              ST 3
   3                                                                      BLM 3a.cwk
  Rubric for Gr. 2 Learning Activities                        ST 5       Moving a Suitcase Across Different Surfaces                    ST 3
   2                                                                      BLM 3b.cwk
  Rubric for Grade 1 - Tiny Town Project                ST 6             Structures in a Community                                      ST 2
   2                                                                      BLM 2a.cwk
   This rubric is designed to evaluate both product and                  The Shape of Things                                            ST 2
   process.                                                               BLM 2d.cwk
  Rubric for Grade 2 - Tiny Town Project                ST 6             Vehicles in a Community                                        ST 2
   2                                                                      BLM 2b.cwk
   This rubric is designed to evaluate both product and
   process.                                                              What Do You Think?                                             ST 6
                                                                          BLM 6e.cwk
                                                                         Which One Bounces Best?                                  ST 5
                                                                          BLM 5a.cwk
        Blackline Master / File                                           This is an outline of how to work at a learning centre.

  Bouncing Surfaces                                           ST 5
   BLM 5b.cwk
  Fasteners                                                   ST 3               Licensed Software
   BLM 3c.cwk
                                                                         Eyewitness Encyclopedia of Science                             Unit
  Glossary                                                    Unit
   U.b_Glossary.cwk                                                      The Way Things Work, 2.0                                       Unit
   This is a glossary of terms to serve the teacher
   throughout the unit.
  Grade 1 Design Sheet                                        ST 6
   BLM 6c.cwk
  Grade 1 Tiny Town Assignment                                ST 6
   BLM 6a.cwk
  Grade 2 Design Sheet                                        ST 6
   BLM 6d.cwk
  Grade 2 Tiny Town Assignment                                ST 6
   BLM 6b.cwk
  Group Work Self-Evaluation                                  ST 5
   BLM 5c.cwk
  How We Move                                                 ST 2
   BLM 2e.cwk
  I Spy with My Little Eye- Grade 1                           ST 1
    BLM 1a.cwk
  I Spy with My Little Eye- Grade 2                           ST 1
    BLM 1b.cwk
  In Our Community                                            ST 2
    BLM 2c.cwk
  Letter to Parents                                        Unit
   U.a_note.cwk
   This letter asks parents to send in found materials for
   boxcar construction.
  Letter to Parents                                           Unit
   U.c_volunteerletter.cwk



     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-1
                                                                                                   Resource List
                                                                                                                   Page 2
Tiny Town
Structures and Movement A Unit for Grade 1/2

                                                                         Machines- Starting Technology                         ST 4
                                                                          John Williams
                                                                          0 7502 0025 1
        Print                                                             This book includes definitions as well as beautiful
                                                                          photographs and drawings to illustrate the machines.
  All Kinds of Structures Gr. 1                              Unit         Includes activities, clear directions and lists of
   The Solski Group (S & S Learning Materials)                            materials.
   1-55-035-654-2                                                        Science and Technology - Grade 1                               Unit
   This integrated unit is a wonderful source of graphics                 Addison Wesley
   and cross-curricular activities, with plenty of blackline              0-13-027900-5
   masters.                                                               Teacher Manual and Student Text are excellent and
  Balancing- Junior Science                             ST 4              comprehensive.
   Terry Jennings                                                        Science and Technology - Grade 1                   ST 5
   0-531-17175-2                                                          Addison Wesley
   This early primary book explores balance including the                 0-13-027900-5
   seesaw and scales.                                                     Teacher Manual and Student Text are excellent and
  Be Safe! Ontario Edition                             Unit               comprehensive.
   Science Teachers Association of Ontario (STAO)                        Science and Technology - Grade 1                   ST 6
   1-894592-01-8                                                          Addison Wesley
   Includes safety procedures and notes for making and                    0-13-027900-5
   testing things.                                                        Teacher Manual and Student Text are excellent and
  Introduction to Movement Education                      ST 1            comprehensive.
    Kirchner, Cunningham, Warrell                                        Science and Technology - Grade 2                               Unit
    0-697-07265-7                                                         Addison Wesley
    A manual to assist primary and intermediate teachers to               0-13-027911-0
    adapt, modify or integrate the concepts, principles and               Teacher Manual and Student Text are excellent and
    vocabulry of Movement Eucation into their Physical                    comprehensive.
    education programs.
                                                                         Science and Technology - Grade 2                   ST 5
  Let's Do It Again! The Songs of Education             ST 1
  Through Music                                                           Addison Wesley
   compiled by Mary Helen Richards                                        0-13-027911-0
   1-878942-00-X                                                          Teacher Manual and Student Text are excellent and
                                                                          comprehensive.
   This publication contains a repetoire of English and
   North American folk songs and song experience game                    Science and Technology - Grade 2                   ST 6
   sequences. An excellent resource to foster music                       Addison Wesley
   knowledge and literacy, through play and language                      0-13-027911-0
  Let's Explore Science, Make It Go                        ST 1           Teacher Manual and Student Text are excellent and
   David Evans and Claudette Williams                                     comprehensive.
   0-590-74512-3                                                         Science Book of Machines                                ST 4
   One of a series of primary children's books, beautifully               Neil Ardley
   illustrated with coulourful photographs of children, aims              0-385-25361-3
   to encourage children to use their senses to find out                  Beautifully illustrated with step by step photographs to
   about science.                                                         make simple machines. Includes an assortment of
  Let's Explore Science, Make It Go                        ST 4           activities and lists of materials you can find in most
   David Evans and Claudette Williams                                     homes and classrooms.
   0-590-74512-3                                                         Science Everywhere - Grade 1                                   Unit
   One of a series of primary children's books, beautifully               Harcourt Brace Canada
   illustrated with coulourful photographs of children, aims              0-7747-0561-2
   to encourage children to use their senses to find out                  Teacher Manual and Student Text.
   about science.
                                                                         Science Everywhere - Grade 1                                   ST 2
  Levers and Ramps                                       ST 4             Harcourt Brace Canada
   Ed Catherall                                                           0-7747-0561-2
   0-590-74512-3                                                          Teacher Manual and Student Text.
   Information about different types of levers and ramps as
   well as a collection of activities and experiments to                 Science Everywhere - Grade 1                                   ST 5
   explore these simple mechanisms.                                       Harcourt Brace Canada
                                                                          0-7747-0561-2
                                                                          Teacher Manual and Student Text.




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-2
                                                                                                   Resource List
                                                                                                                   Page 3
Tiny Town
Structures and Movement A Unit for Grade 1/2

  Science Everywhere - Grade 2                                Unit
   Harcourt Brace Canada
   0-7747-0562-0
   Teacher Manual and Student Text.                                              Media
  Science Everywhere - Grade 2                                ST 2
                                                                         Simple Machines: Working Together                              Unit
   Harcourt Brace Canada
                                                                          MIC Magic Lantern Video
   0-7747-0562-0
   Teacher Manual and Student Text.                                      Wheels and Axles                                               Unit
                                                                          MIC Magic Lantern Video
  Science Everywhere - Grade 2                                ST 5
   Harcourt Brace Canada                                                 Wheels - Wonder Why Series                              Unit
   0-7747-0562-0                                                          Magic Lantern Communications Ltd.
   Teacher Manual and Student Text.                                       #859-31-716
                                                                          24 min. long- A boy dreams inside a video game. He is
  Science Everywhere - Grade 2                                ST 6        searching for the Secret of Revolvedor. His first task
   Harcourt Brace Canada                                                  involves heavy equipment. A host helps Joey enhance
   0-7747-0562-0                                                          his understanding of how simple machines work better
   Teacher Manual and Student Text.                                       with wheels.
  Simple Machines - Science Works for Kids                    ST 4
  Series
   Evan-Moor Educational Publishers
   1-55799-689-X                                                                 Website
   Excellent resource inlcuding definitions, hands-on
   activities and blackline masters.                                     How Stuff Works                                         Unit
  Structure, Mechanisms and Motion Gr. 2                     Unit         http://www.howstuffworks.com
   The Solski Group (S & S Learning Materials)                            This is an excellent science website with all kinds of
   1-55035-656-9                                                          links and topics related to science. This would be
   This integrated unit is a wonderful source of graphics                 particularly geared to gifted students
   and cross-curricular activities, with plenty of blackline
   masters.




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-3
                                                                                                   Resource List
                                                                                                                   Page 4
Tiny Town
Structures and Movement A Unit for Grade 1/2

                                                                         Lego TM                                                        Unit
                                                                          1
                                                                          per group
        Material                                                          - needed in investigation and construction
                                                                         Markers                                                        ST 1
  any CD-Rom with clip art                                    Unit
                                                                          many
  Chalkboard                                                  ST 6
                                                                         Markers                                                        ST 3
  Chart Paper                                                 ST 1        many
  Chart Paper                                                 ST 3       Modelling Clay                                                 ST 5
  Construction Paper, Cartridge Paper                         ST 5       Pipe Cleaners                                                  ST 5
  Cylinders                                                ST 1           many
   many                                                                   per group
   per group                                                             Plastic Knives                                                 ST 6
   A collection of cylinders including juice cans, plastic                - for cutting styrofoam
   drinking glasses, pill bottles, empty paper rolls, etc.
                                                                         Plastic Straws                                                 ST 6
  Dacta TM                                                    Unit        16
   1                                                                      (per student)
   per group
   - needed in investigation and construction                            Produce Trays (Not Meat)                                       ST 6

  Different Kinds of Fasteners                                ST 5       Rectangular Prisms                                   ST 1
                                                                          many
  Dowels that Fit into Round Blocks                      ST 4             per group
   1                                                                      Including boxes of all types and sizes such as cracker,
   per group                                                              tissue or cereal boxes and books of different
   - needed to illustrate vehicle construction for movement               thicknesses, blocks, etc.
  Duct Tape                                                   ST 3       Scissors                                                       ST 1
   1 roll                                                                 1
   Optional- needed if casters are used instead of a                      per person
   Scooter Board.
                                                                         Scissors                                                       ST 3
  Duplo TM                                               Unit             1
   1                                                                      per person
   per class
                                                                         Scissors                                                       ST 6
   This is for younger students who require larger blocks to
   work with.                                                             1
                                                                          per person
  Found Materials for Construction                       ST 5
   see Letter to Parents which gives a list of suggested                 Spools or Paper Rolls                                          ST 4
   materials                                                              1
                                                                          per person
  Found Materials for Construction                       ST 6
   see Letter to Parents which gives a list of suggested                 Spools or Paper Rolls                                          ST 6
   materials                                                              1
                                                                          per person
  Found Materials (Small Boxes or Cartons)                    ST 6
   see Letter to Parents in Blackline Masters                            String                                                         ST 4
  Glue Stick                                                  ST 1       String                                                         ST 6
   1                                                                     Tape                                                           ST 5
   per person
                                                                         Tape                                                           ST 6
  Glue Stick                                                  ST 3
   1                                                                     Tinker Toys TM                                          Unit
   per person                                                              1
                                                                           per group
  Interlocking Construction Blocks                            ST 4         - needed to illustrate vehicle construction for movement
    1
    per group                                                            White Glue                                                     ST 6
    - needed in investigation and construction                            1
                                                                          per person
  Interlocking Construction Blocks                            ST 5
    1
    per group
    - needed in investigation and construction


     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-4
                                                                                                   Resource List
                                                                                                                   Page 5
Tiny Town
Structures and Movement A Unit for Grade 1/2

                                                                         Suitcase                                                       ST 3
                                                                          1

        Equipment / Manipulative                                         Various Objects                                        ST 2
                                                                          Many
                                                                          per group
  Attribute Blocks                                      ST 2
                                                                          This is for demonstrating how non-living things can be
   1 set                                                                  moved in different ways.
   per group
   These are needed for investigation and construction.                  Video Camera                                                   ST 2
                                                                          1
  Blanket                                                     ST 3        per class
   1                                                                      This is also for the Field Trip.
  Books                                                       ST 5       Wooden Sticks or Wooden Spoons                                 ST 6
   - to be used to incline a ramp or plane
  Camera                                                  ST 2
   1
   per class                                                                     Other
   This is to be taken on the Field Trip and pictures kept
   for reference.                                                        Beautiful Junk                                          ST 3
  Collection of Balls                                  ST 1               Consumable
   Balls of assorted sizes, shapes and types including                    Salvaged or brought from home
   balloons, lacrosse, tennis, table tennis, baseball,                    A large collection of slavaged materials including plastic
   soccer, basketball, etc.                                               containers, ribbon, string, mexh, styrofoam trays, small
  Collection of Balls                                  ST 5               cardboard boxes, plastic soda bottles, etc.
   Balls of assorted sizes, shapes and types including                   Beautiful Junk                                          ST 6
   balloons, lacrosse, tennis, table tennis, baseball,                    Consumable
   soccer, basketball, etc.                                               Salvaged or brought from home
  Collection of Cylinders                                ST 1             A large collection of slavaged materials including plastic
   Cylinder shaped objects of assorted sizes and uses                     containers, ribbon, string, mexh, styrofoam trays, small
   such as paper towel rools, plastic drinking glasses, pill              cardboard boxes, plastic soda bottles, etc.
   bottles, emtpy juice containers                                       Collection of Catalogues or Magazines                          ST 1
  Collection of Rectangular Prisms                         ST 1           Consumable
   A variety of rectangular prisms such as different types                These are to be cut up and used in collages.
   and sizes of boxes (to fit on a table) including cereal,              Parent Volunteer                                               ST 6
   cracker, etc. as well as books of different thicknesses.               Parent/Community Involvement
  Construction Toys                                           ST 5        A parent volunteer could also help out with the
   tinkertoys, lego, Meccano, Lasy                                        construction and organization of this subtask.
  Metre Sticks                                                ST 5
   Class set
  Scooter Board (or Casters)                                  ST 3
   1
  Set of Building Blocks                                      Unit
   1 set
   per group
  Set of Building Blocks                                      ST 2
   1 set
   per group
  Small Manipulatives (Objects)                          ST 3
   Many
   per class
   These should include buttons, blocks, pieces of chalk,
   counters, pennies, marbles, pencils, erasers, rulers.
  Small Manipulatives (Objects)                          ST 5
   Many
   per class
   These should include buttons, blocks, pieces of chalk,
   counters, pennies, marbles, pencils, erasers, rulers.
  Stopwatches (Optional)                                      ST 5

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-5
                                                                                                   Resource List
                                                                                                                   Page 6
Tiny Town
Structures and Movement A Unit for Grade 1/2




        Parent Community
  Parent or Community Volunteers                              ST 2
  Senior Student Peer Helpers                                 ST 5
  Senior Student Peer Helpers                                 ST 6
  Your Community                                         Unit
   Teacher
   Your Community
   A City (Town) bus tour will give important first hand
   observations of structures and vehicles important in a
   community.




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:23 PM Page D-6
                             BLM 1a
                    I Spy with My Little Eye
                             Grade 1
Name: ____________________             Date: _____________________

                Shape                    Where?

    circle




    square




    rectangle




    triangle
                                BLM 1b
                     I Spy with My Little Eye
                                Grade 2
Name: _______________________       Date: ______________________


             Shape                            Where?

 rectangle




 circle



 square




 triangle




 cross



 X




arch




 oval
Date:_____________
                                                         BLM 1c
                 Modalities of Movement Checklist




          Name




                                                    Checkmark only
                                                    the students
                                                    UNABLE to
                                                    demonstrate the
                                                    movement.
                                                             BLM 2a
                     Structures in a Community
Date: _________________                  Name: _________________




   Draw a structure you can         Draw a structure that has
   live in.                         triangles in it.




   Draw a structure you can         Draw a structure that an
   lie on.                          animal can live in.
                                                                  BLM 2b
                        Vehicles in a Community
Date: _________________               Name: _________________


  Draw a picture of a vehicle with wheels in each box.


              Draw It                   Print and Draw Your Own




     This is a car.                    This is a _____________




     This is a wagon.                  This is a _____________




     This is a bicycle.                This is a _____________
                                                                  BLM 2c
                            In Our Community
  Date: _________________
                                            Name: _________________

            Make a list of the structures and
            vehicles you see on our trip.

   Some structures we saw were...      Some vehicles we saw were...




 My favourite part of our trip was _________________________

____________________________________________________
                                                              BLM 2d
                          The Shape of Things
Date: _________________                     Name: _________________


 Count the shapes in            Put the number on the line
 each picture.                  under each shape.




Stoplight




Bike




Dryer
                                      BLM 2d
                The Shape of Things




Stove




Car




Microwave




Draw Your Own
 Date:_______________                                  BLM 2e
                          How We Move


1. Think of different ways you
   move.
2. Finish each of these
   sentences.
3. Draw a picture to go with
   each of the sentences.        I can ______________ on
                                 the floor.




  I can ______________ up        I can______________up
  a ladder.                      and down in one place.




  I can ______________ in a      I can ______________ with
  race.                          a skipping rope.
                                                       BLM 2f
                       Movement Checklist
Date:_______________
                           Type of Movement


     Name




                                              Checkmark only
                                              the students
                                              UNABLE to
                                              demonstrate the
                                              movement.
                             BLM 3a
                       Moving a Suitcase
                            Friction
Name: _____________________             Date:__________________




             +                                     +

                       Circle your guess.

         Position           I think the suitcase will be...

          upright         easy / difficult      to move

         on its side      easy / difficult       to move


         on its back      easy / difficult       to move


        on casters        easy / difficult       to move



I learned that it is easiest to move a suitcase when it is
_____________.


On the back of this page, draw and label a picture of what you
saw.
                                BLM3b
       Moving a Suitcase Across Different Surfaces
Name:___________________                Date: _____________________




                                    +     Floor Surfaces

                           Circle your guess

            We will push the       I think the suitcase will be...
           suitcase across...

          a carpeted surface      easy / difficult    to move.


           a smooth surface       easy / difficult     to move.

               a blanket          easy / difficult    to move.



            I learned that it is easiest to move a suitcase
            across a _________________________.


   On the back of this page, draw and label a picture of what you
   saw.
                                                             BLM 3c
                         Fasteners
                       Objects That Hold
  Name: ________________              Date: _____________


                     Taking a Survey
1. Look at the backpacks of the people in your group.

2. Name the different fasteners you see.

3. Write the names of these fasteners on your tally sheet.


                       Make a tally mark for each fastener
                                                       BLM 3c
                      Fasteners
                    Objects That Hold

                  Create a Graph
                                        Number of Fasteners




1. The most common fastener is _____________________

2. The least common fastener is _____________________

3. Write a question about your graph.

_________________________________________________

_________________________________________________
                                                        BLM 5a
                Which One Bounces Best?

  Name: ____________________          Date: _______________




              sponge ball         rubber ball


Circle your guess and then test the materials.


                         I think...
        sponge ball
                            will bounce higher
        rubber ball


               Draw a picture of what you saw.




I learned that ________________ is a better bouncing
material than ________________.
                                                             BLM 5b
                        Bouncing Surfaces
Name: ____________________               Date: _______________

          sponge ball                      sponge ball




         uncarpeted floor                 carpeted floor


  Circle your guess and then test the materials.

                            I think...
     uncarpeted floor           will make the ball
     carpeted floor              bounce higher

               Draw a picture of what you saw.




  I learned that the harder the surface the ______________
  a ball will bounce.
Name: _______________                             BLM 5c
                     Group Work Self-Evaluation
Date: ____________             I always did
Follow this key to score
                               I usually did
yourself below. Draw
                               I sometimes did
circles using your pencil.
                               I did not do



I followed the instructions.


I shared the work.


I got along with the others in the group.


I did my best work.


I used my time well and finished on time.


I recorded my information.


I handed my work to the teacher.
                                                                             BLM 6a
                    Tiny Town Assignment: Grade 1
You are a designer and a builder. Your job is to design and build a vehicle for sale
in a brand new place called Tiny Town. Your structure must be no bigger than this
sheet of paper.

Read the steps below:

1. You have been assigned a
a) house
b) piece of play equipment for a park
c) community building (school, church, store, office building)

2. Fill in your Design Sheet. You will work at a work station with other people
   who
   have been assigned the same task. For (b) or (c), decide who will make what
   so that we don’t have everyone making the same thing.

3. Do not begin until you have all of the materials you need at your work station.

4. You must build a structure that won’t move. Try using modelling clay or tape to
   hold your structure on the table.

5. When you finish building your structure, you may decorate it so that it looks
   nice.
   You may use paint, paper, markers, stickers, etc.

     When you finish your structure, you may choose one of the following to
     make:
     - a bird nest or house
     - a fence
     - a beehive
     - a doghouse
     - signs
     - gardens, trees, or bushes
     - something else you may think of (see the teacher)
                                                                 BLM 6b
                Tiny Town Assignment: Grade 2

You are a designer and a mechanic. Your job is to design and build a
vehicle for sale in a brand new place called Tiny Town. Your vehicle
must be no bigger than this sheet folded in half.

Read the steps below:

1.   You have been assigned a
a)   car
b)   truck
c)   a community vehicle (fire truck, ambulance, bus)

2. Fill in your Design Sheet.You will work at a work station with other
   people who have been assigned the same task. For (c), decide who
   will make what so that we don’t have everyone making the same
   thing.

3. Do not begin until you have all of the materials you need at your work
   station.

4. You must build a structure that won’t move. Try using modelling
   clay or tape to hold your structure on the table.

5. When you finish building your structure, you may decorate it so that
   it looks nice. You may use paint, paper, markers, stickers, etc.


       When you finish your structure, you may choose one of the
       following to make:
       - a road
       - a parking lot
       - traffic or street signs
       - something else you may think of (see the teacher)
Date:_______________
                                                     BLM 6c
                             Design Sheet
                               Grade 1

 My structure is a __________________________________.




 I will need...




 My structure will look like this...




 I chose this structure for Tiny Town because...
 ___________________________________________________

 ___________________________________________________
Date:_______________
                                                    BLM 6d
                             Design Sheet
                               Grade 2
  My vehicle is a __________________________________.




  I will need...




  My vehicle will look like this...




  I chose to make this vehicle for Tiny Town because...
  ___________________________________________________

  ___________________________________________________
Date: _________________                                                BLM 6e
                              What Do You Think?

    Name: _________________
                                      Circle your answer to each question.

Circle either structure or vehicle.


1. How well did you follow
   your design plan
   (structure, vehicle)?
                                          Good     Satisfactory      Needs
                                                                  Improvement


2. How well did you use
   your materials? Is your
   (structure, vehicle)
   sturdy?
                                          Good     Satisfactory      Needs
                                                                  Improvement



3. How does your
   (structure, vehicle) look?

                                          Good     Satisfactory      Needs
                                                                  Improvement

4. I think I did my best work on (building, decorating, both).


5. I think I could improve my work on (building, decorating, both).
                                                                                BLM U.a



Dear Family,

       We will be working on several construction projects for our unit on Structures
and Mechanisms during the next few weeks. I have made a list below of materials
that we will need to make our unit more exciting. If you are able to send in any of the
following items throughout the next few weeks it would be most appreciated. Thank
you!

boxes (various sizes, shapes)
cylinders (paper towel rolls, tins, etc.)
buttons
wool, string
produce packing trays
odd-shaped containers
lids: frozen juice can, pop, yogurt, etc.
old lps or 45s
thread spools
dowelling
beads
margarine containers
foam balls
plastic golf balls
film canisters
wooden wheels
heavy cardboard
straws
disposable plates
material
any recyclable “stuff” you may have at home



The more, the better!
Thank you in advance for your help.

Sincerely,
                                                                                   BLM U.B
      Glossary of Terms for Grade 1/2 Combined Unit
               Structures and Mechanisms

axle - a bar or rod on which or with which a wheel turns

balance - to be equal in mass, effort, force, etc.
       - to make or keep steady

chassis - the frame and wheels of a vehicle, but does not include the box or body

clockwise - to rotate or turn in the same direction as the hands on a clock

components - parts, a machine has many parts

counter-clockwise - to rotate or turn in the opposite direction to the hands on a clock

crowbar - a bar made of iron or steel that is used as a lever

effort - to use strength or to do something

fastener - a device such as a button, zipper, or hook to fasten, attach, etc.

force - power, strength, or energy that causes change

frame - a support or structure over which something is built

friction - the rubbing of the surface of one body against that of another; the resistance
to the relative motion, as sliding or rolling, of surfaces of bodies in contact

fulcrum - a support on which a lever turns or rests

function - the use or work of something such as a structure or machine, the work
something does

handsaw - a small saw which can be used with one hand

hinge - a mechanism on which a gate, door, lid, is hung.

hub - the centre part of a wheel

inclined plane - a flat level surface that helps move large and heavy loads such as a
ramp or road

input - an action to set a system working

investigate - to search, to look for, to examine, to ask reasons for something

lever - a bar that is used to lift or move weight, it rests or turns on a fulcrum. It is
pushed down at one end to raise or move a weight at the other end.

load - weight that is moved or supported by a person, structure, or machine

machine - a structure made of fixed parts and/or parts that move. Each part has a job.

machinist - a person who fixes, repairs or runs a machine

mechanism - a mechanism is made up of simple machines that work together to
cause movement

motion - moving

natural (natural structures) - not made by people, found in nature

observation - to watch, to look for a special reason

output - a response which is caused by input

pulley - a small wheel which has a grooved rim

shell - a structure that is rounded or domed

solid - very firm and strong

stable - that which is steady

structure - anything that is made of parts that are put together to make a whole

utensils - containers such as pots, pans, and kettles which are used for cooking and
baking

vehicles - a structure such as a wagon, car, bus, or wheelbarrow that is used for
carrying people or things

wedge - a piece of wood or metal which has a tapered or thin edge

wheel - a circular-shaped frame which turns on an axle

wheel barrow - an open box or frame with a wheel at one end and two handles at the
other end, used for carrying light loads

zigzag - to move from one side to the another with quick sharp turns
                                                                              BLM Uc

Dear Parents/Guardians:

               Over the past couple of weeks, our class has been learning about

different aspects of physical fitness. The students have developed skills in health and

physical education, research, mathematics and language.

               The activities have included researching three types of fitness exercises:

aerobic, muscle training, and strength endurance. Students have measured, estimated

and planned the space the activities require. They have developed schedules, rules

and safety precautions and written instructions for the activities as part of the

organization for the Fitness Circuit.

               Now we are ready to give the circuit a “test run” and we could use your

help. While the students participate in the circuit they will be doing some personal

research which includes taking pulse rates during activities. An extra pair of hands or

two would help us move through the circuit a little more efficiently. You may also be

interested in trying it out!

               If you can volunteer any time to assist us, please call me at school, _ _ _

_ _ _ _ , before 8:45 a.m., at lunch, or after 3:45 p.m. Any amount of time will be

appreciated. Thank you for your continued support and I look forward to hearing form

you.


                                         Sincerely,
                                                                                                            Rubric for Gr. 2 Learning Activities
Student Name:                                                                                                          for use with Subtask 5 : Group Fun!
Date:                                                                                                                   from the Grade 1/2 Unit: Tiny Town

Expectations for this Subtask to Assess with this Rubric:
  2s73       – describe, using their observations, the pattern of movement of objects (e.g., turning, spinning, swinging, bouncing, vibrating).

  2s83       – compare the motion of objects on different surfaces (e.g., wheels of a toy on carpet, tile, and sand);

  2s84       – compare the motion of similar objects made with or filled with different materials (e.g., ways in which baseballs and tennis balls bounce; ways in which film canisters
             containing different materials roll down a slope);
  2s85       – describe, using their observations, the effect that different surfaces (e.g., wood, tiles, carpet, water) have on the rate at which an object slows down;




  Category/Criteria                                 Level 1                               Level 2                                Level 3                               Level 4
      Inquiry and design                  – applies few of the required      – applies some of the required        – applies most of the required         – applies all (or almost all) of the
                                          skills and strategies              skills and strategies                 skills and strategies                  required skills and strategies
Works efficiently, demonstrating          – shows little awareness of the    – shows some awareness of             – usually shows awareness of           – consistently shows awareness
appropriate and safe use of materials     safety procedures                  safety procedures                     safety procedures                      of safety procedures
and equipment                             – uses tools, equipment, and       – uses tools, equipment, and          – uses tools, equipment, and           – uses tools, equipment, and
                                          materials correctly only with      materials correctly with some         materials correctly with only          materials correctly with little or
                                          assistance                         assistance                            occasional assistance                  no assistance


   Understanding of basic                 – shows understanding of few       – shows understanding of some         – shows understanding of most          – shows understanding of all of
         concepts                         of the basic concepts              of the basic concepts                 of the basic concepts                  the basic concepts
                                          – demonstrates significant         – demonstrates minor                  – demonstrates no significant          – demonstrates no
Demonstrates understanding of the         misconception                      misconceptions                        misconceptions                         misconceptions
rolling and spinning speed of an object   – gives explanations showing       – gives partial explanations          – usually gives complete or            – always gives complete
                                          limited understanding of the                                             nearly complete explanations           explanations
                                          concepts


  Relating of science and                 – shows little understanding of    – shows some understanding of         – shows understanding of               – shows understanding of
 technology to each other                 connections between science        connections between science           connections between science            connections between science
and to the world outside the              and technology in familiar         and technology in familiar            and technology in familiar             and technology in both familiar
           school                         contexts                           contexts                              contexts                               and unfamiliar contexts
Demonstrates understanding of
scientific investigations involving
surface and inclined plane


Communication of required – communicates with little                         – communicates with some              – generally communicates with          – consistently communicates
     knowledge            clarity and precision                              clarity and precision                 clarity and precision                  with clarity and precision
                                          – rarely uses appropriate          – sometimes uses appropriate          – usually uses appropriate             – consistently uses appropriate
Communicates co-operatively in a          science and technology             science and technology                science and technology                 science and technology
group, recording and using appropriate    terminology                        terminology                           terminology                            terminology
vocabulary



                                                                Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:30 PM Page E-1
Student Name:
                                                                                                          Rubric for Grade 2 - Tiny Town Project
Date:
                                                                                                        for use with Subtask 6 : Tiny Town Construction
Expectations for this Subtask to Assess with this Rubric:                                                             from the Grade 1/2 Unit: Tiny Town
  2s67      • design and make simple mechanisms, and investigate their characteristics;



  2s78      – communicate the procedures and results of investigations and explorations for specific purposes, using drawings, demonstrations, and oral and written descriptions
            (e.g., draw a sketch of an object they plan to make and another sketch of the object after it is made; tell the class the procedures they followed in making a vehicle or a
            container with a hinged lid);

  2s79      – make simple mechanisms and use them in building a device they have designed (e.g., vehicle with wheels and axles);



  2s80      – select and use appropriate tools, utensils, and equipment (e.g., use a paper punch to make holes for the axle in cardboard wheels);


  Category/Criteria                                  Level 1                                  Level 2                                Level 3                                   Level 4
       Inquiry and design               – applies few of the required           – applies some of the required         – applies most of the required           – applies all (or almost all) of the
                                        skills and strategies                   skills and strategies                  skills and strategies                    required skills and strategies
Ability to use materials, tools,        – shows little awareness of the         – shows some awareness of              – usually shows awareness of             – consistently shows awareness
                                        safety procedures                       safety procedures                      safety procedures                        of safety procedures
and equipment to construct              – uses tools, equipment, and            – uses tools, equipment, and           – uses tools, equipment, and             – uses tools, equipment, and
their model                             materials correctly only with           materials correctly with some          materials correctly with only            materials correctly with little or
                                        assistance                              assistance                             occasional assistance                    no assistance


  Relating of science and               – shows little understanding of         – shows some understanding of          – shows understanding of connections     – shows understanding of connections
 technology to each other               connections between science and         connections between science and        between science and technology in        between science and technology in both
                                        technology in familiar contexts         technology in familiar contexts        familiar contexts                        familiar and unfamiliar contexts
and to the world outside the            – shows little understanding of         – shows some understanding of          – shows understanding of connections     – shows understanding of connections
           school                       connections between science and         connections between science and        between science and technology and the   between science and technology and the
                                        technology and the world outside the    technology and the world outside the   world outside the school                 world outside the school, as well as their
Ability to complete Tiny Town vehicle   school                                  school                                                                          implications
and explain importance and function


Communication of required – communicates with little                            – communicates with some               – generally communicates                 – consistently communicates
          knowledge          clarity and precision                              clarity and precision                  with clarity and precision               with clarity and precision
                             – rarely uses appropriate                          – sometimes uses                       – usually uses appropriate               – consistently uses
Ability to complete a design science and technology                             appropriate science and                science and technology                   appropriate science and
plan and evaluate the        terminology and units of                           technology terminology and             terminology and units of                 technology terminology and
effectiveness of the plan    measurement                                        units of measurement                   measurement                              units of measurement


Communication of required – communicates with little                            – communicates with some               – generally communicates with            – consistently communicates
     knowledge            clarity and precision                                 clarity and precision                  clarity and precision                    with clarity and precision
                                        – rarely uses appropriate               – sometimes uses appropriate           – usually uses appropriate               – consistently uses appropriate
Ability to present Tiny Town to         science and technology                  science and technology                 science and technology                   science and technology
an audience, using appropriate          terminology and units of                terminology and units of               terminology and units of                 terminology and units of
language skills both written and        measurement                             measurement                            measurement                              measurement
oral


                                                                      Written using the Ontario Curriculum Unit Planner 2.5 PLNR_01 March, 2001 Open Printed on Oct 30, 2001 at 10:50:54 PM Page E-2
                                                                                                      Rubric for Grade 1 - Tiny Town Project
Student Name:                                                                                       for use with Subtask 6 : Tiny Town Construction
Date:                                                                                                             from the Grade 1/2 Unit: Tiny Town

Expectations for this Subtask to Assess with this Rubric:
 1s72     – design and make different structures using concrete materials, and explain the function of the structure (e.g., a toy bridge, a slide for testing a marble);

 1s78     – use appropriate natural and manufactured materials to make structures (e.g., cut paper, mix sand and water, combine pipe cleaners, use moulding clay);

 1s79     – select appropriate tools and utensils (e.g., pencil, paintbrush, scissors, hacksaw, spoon, measuring cup);

 1s80     – use tools appropriately when joining and shaping various materials (e.g., nails, glue, sandpaper).

 1s82     – explain the function of a structure that they have made and describe how they made it (e.g., a bridge, a castle);

 Category/Criteria                               Level 1                                  Level 2                                Level 3                                   Level 4
    Inquiry and design              – applies few of the required           – applies some of the required         – applies most of the required           – applies all (or almost all) of the
                                    skills and strategies                   skills and strategies                  skills and strategies                    required skills and strategies
                                    – shows little awareness of the         – shows some awareness of              – usually shows awareness of             – consistently shows awareness
Ability to use materials,           safety procedures                       safety procedures                      safety procedures                        of safety procedures
tools and equipment to              – uses tools, equipment, and            – uses tools, equipment, and           – uses tools, equipment, and             – uses tools, equipment, and
construct their model               materials correctly only with           materials correctly with some          materials correctly with only            materials correctly with little or
                                    assistance                              assistance                             occasional assistance                    no assistance


 Understanding of basic             – shows little understanding of         – shows some understanding of          – shows understanding of connections     – shows understanding of connections
                                    connections between science and         connections between science and        between science and technology in        between science and technology in both
       concepts                     technology in familiar contexts         technology in familiar contexts        familiar contexts                        familiar and unfamiliar contexts
                                    – shows little understanding of         – shows some understanding of          – shows understanding of connections     – shows understanding of connections
Ability to complete Tiny            connections between science and         connections between science and        between science and technology and the   between science and technology and the
Town structure and explain          technology and the world outside the    technology and the world outside the   world outside the school                 world outside the school, as well as their
                                    school                                  school                                                                          implications
importance and function

   Communication of                 – communicates with little              – communicates with some               – generally communicates                 – consistently communicates
  required knowledge                clarity and precision                   clarity and precision                  with clarity and precision               with clarity and precision
                                    – rarely uses appropriate               – sometimes uses                       – usually uses appropriate               – consistently uses
Ability to complete a design        science and technology                  appropriate science and                science and technology                   appropriate science and
                                    terminology and units of                technology terminology and             terminology and units of                 technology terminology and
plan and evaluate the               measurement                             units of measurement                   measurement                              units of measurement
effectiveness of the plan

   Communication of                 – communicates with little              – communicates with some               – generally communicates                 – consistently communicates
  required knowledge                clarity and precision                   clarity and precision                  with clarity and precision               with clarity and precision
                                    – rarely uses appropriate               – sometimes uses                       – usually uses appropriate               – consistently uses
Ability to present Tiny Town to     science and technology                  appropriate science and                science and technology                   appropriate science and
an audience, using appropriate      terminology and units of                technology terminology and             terminology and units of                 technology terminology and
language skills both written and    measurement                             units of measurement                   measurement                              units of measurement
oral

                                                               Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:30 PM Page E-3
                                                                                                      Rubric for Gr. 1 Learning Activities
Student Name:                                                                                                    for use with Subtask 5 : Group Fun!
Date:                                                                                                             from the Grade 1/2 Unit: Tiny Town

Expectationsfor this Subtask to Assess with this Rubric:
 1s72   – design and make different structures using concrete materials, and explain the function of the structure (e.g., a toy bridge, a slide for testing a marble);

 1s75   – use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as triangle, tall, and zigzag in describing shapes;
        use input and output in describing the operation of a machine);
 1s77   – communicate the procedures and results of investigations and explorations for specific purposes, using demonstrations, drawings, and oral and written descriptions
        (e.g., set up a display of different cooking utensils and identify the function of each utensil);




 Category/Criteria                           Level 1                                Level 2                                Level 3                                Level 4
   Inquiry and design             – applies few of the required        – applies some of the                 – applies most of the                  – applies all (or almost all) of
                                  skills and strategies                required skills and strategies        required skills and strategies         the required skills and
                                  – shows little awareness of          – shows some awareness of             – usually shows awareness              strategies
Works efficiently,                the safety procedures                safety procedures                     of safety procedures                   – consistently shows
                                  – uses tools, equipment,             – uses tools, equipment,              – uses tools, equipment, and           awareness of safety
demonstrating appropriate         and materials correctly only         and materials correctly with          materials correctly with only          procedures
and safe use of tools,            with assistance                      some assistance                       occasional assistance                  – uses tools, equipment, and
materials and equipment                                                                                                                             materials correctly with little or
                                                                                                                                                    no assistance


 Understanding of basic           – shows understanding of             – shows understanding of              – shows understanding of               – shows understanding of all
       concepts                   few of the basic concepts            some of the basic concepts            most of the basic concepts             of the basic concepts
                                  – demonstrates significant           – demonstrates minor                  – demonstrates no significant          – demonstrates no
Demonstrates a basic              misconception                        misconceptions                        misconceptions                         misconceptions
                                  – gives explanations                 – gives partial explanations          – usually gives complete or            – always gives complete
understanding of scientific       showing limited                                                            nearly complete explanations           explanations
investigations                    understanding of the
                                  concepts



   Communication of               – communicates with little           – communicates with some              – generally communicates               – consistently communicates
  required knowledge              clarity and precision                clarity and precision                 with clarity and precision             with clarity and precision
                                  – rarely uses appropriate            – sometimes uses                      – usually uses appropriate             – consistently uses
Communicates                      science and technology               appropriate science and               science and technology                 appropriate science and
                                  terminology                          technology terminology                terminology                            technology terminology
cooperatively in a group,
recording and using
appropriate vocabulary


                                                          Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:37 PM Page E-4
                                                                                                           Expectation List
                                                                                                                                  Page 1
Tiny Town
Structures and Movement A Unit for Grade 1/2
                                                                                                                                      Selected       Assessed

Science and Technology---Structures and Mechanisms
  1s65         • design and make structures that meet a specific need;                                                                                     1
  1s66         • demonstrate understanding of the characteristics of different structures and of ways in which they are made, and recognize           1
                  and use some systems in the home or at school.
  1s67         – explain the function of different structures (e.g., house, car, bridge, chair, umbrella, television, wheelbarrow);                   1
  1s68         – identify ways in which various structures are similar to and different from others in form and function (e.g., rooms all have        1    1
                  walls but are different in size and are used for different purposes; rubber balls are round and solid whereas balloons are
                  round and hollow)
  1s69         – classify various structures in their environment (e.g., fences, stairs, ladders, bridges, water towers) according to specific        1
                  features (e.g., size, materials) and functions;
  1s70         – identify geometric shapes (e.g., square, triangle, circle) in ordinary structures;                                                   1    1
  1s72         – design and make different structures using concrete materials, and explain the function of the structure (e.g., a toy bridge, a           2
                  slide for testing a marble);
  1s75         – use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as                    2
                  triangle, tall, and zigzag in describing shapes; use input and output in describing the operation of a machine);
  1s76         – record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials           1    1
                  (e.g., record the number of different shapes in a playground and draw them);
  1s77         – communicate the procedures and results of investigations and explorations for specific purposes, using demonstrations,                    3
                  drawings, and oral and written descriptions (e.g., set up a display of different cooking utensils and identify the function of
                  each utensil);
  1s78         – use appropriate natural and manufactured materials to make structures (e.g., cut paper, mix sand and water, combine pipe             1    1
                  cleaners, use moulding clay);
  1s79         – select appropriate tools and utensils (e.g., pencil, paintbrush, scissors, hacksaw, spoon, measuring cup);                                1
  1s80         – use tools appropriately when joining and shaping various materials (e.g., nails, glue, sandpaper).                                        1
  1s82         – explain the function of a structure that they have made and describe how they made it (e.g., a bridge, a castle);                         1
  1s85         – use and recognize the effects of different kinds of finishing techniques and processes (e.g., painting, adding decals) on                 1
                  structures they have designed and made;
  1s88         – describe, using their own experience, how the parts of some systems work together (e.g., wheels and axle; pulley and                      1
                  string).

Science and Technology---Structures and Mechanisms
  2s66         • describe the position and movement of objects, and demonstrate an understanding of how simple mechanisms enable an                        1
                   object to move;
  2s67         • design and make simple mechanisms, and investigate their characteristics;                                                                 1
  2s68         • recognize that different mechanisms and systems move in different ways, and that the different types of movement determine                1
                   the design and the method of production of these mechanisms and systems.
  2s69         – describe different mechanisms through observation and investigation (e.g., hinge, inclined plane), and identify the                  1    1
                   components that are simple machines (e.g., lever, wedge);
  2s70         – describe, using their observations, the characteristics and movements of simple mechanisms (e.g., hinge, wheels and axle);           1    1
  2s71         – describe, using their observations, the position of an object in relation to other objects or to a specific area (e.g., use such          1
                   words as over, under, beside, behind);
  2s72         – identify changes in the position of an object in relation to other objects (e.g., movement upward or to the left);                        1
  2s73         – describe, using their observations, the pattern of movement of objects (e.g., turning, spinning, swinging, bouncing, vibrating).          1
  2s74         – ask questions about and identify needs or problems related to structures and mechanisms, and explore possible answers and                 1
                   solutions (e.g., investigate the effect of different floor coverings on the motion of a toy car);
  2s75         – plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved;              1
  2s76         – use appropriate vocabulary to describe their investigations, explorations, and observations (e.g., use words such as rotate,              2
                   turn, faster, and slower to describe the motion of wheels and axles);
  2s77         – record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials                2
                   (e.g., record what happens to the movement of a vehicle released from a ramp if the size of its wheels is changed);
  2s78         – communicate the procedures and results of investigations and explorations for specific purposes, using drawings,                          2
                   demonstrations, and oral and written descriptions (e.g., draw a sketch of an object they plan to make and another sketch of
                   the object after it is made; tell the class the procedures they followed in making a vehicle or a container with a hinged lid);
  2s79         – make simple mechanisms and use them in building a device they have designed (e.g., vehicle with wheels and axles);                        1
  2s80         – select and use appropriate tools, utensils, and equipment (e.g., use a paper punch to make holes for the axle in cardboard                2
                   wheels);
  2s81         – use appropriate techniques to make and fasten the components of a model that they have made (e.g., bend cardboard to make                 1
                   hinges; glue various materials together).
  2s82         – identify, through observation, the mechanical parts of objects (e.g., hinges on doors) and describe the motion of these parts;            1

     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:43 PM Page F-1
                                                                                                        Expectation List
                                                                                                                               Page 2
Tiny Town
Structures and Movement A Unit for Grade 1/2
                                                                                                                                         Selected Assessed
 2s83         – compare the motion of objects on different surfaces (e.g., wheels of a toy on carpet, tile, and sand);                                  2
 2s84         – compare the motion of similar objects made with or filled with different materials (e.g., ways in which baseballs and tennis            1
                  balls bounce; ways in which film canisters containing different materials roll down a slope);
 2s85         – describe, using their observations, the effect that different surfaces (e.g., wood, tiles, carpet, water) have on the rate at which     1
                  an object slows down;
 2s86         – describe, using their observations, the effects of changing the slope of an inclined plane on the motion of an object that is           1
                  placed on it (e.g., changes in speed, changes in distance travelled);
 2s87         – predict factors that make a load easier or more difficult to move (e.g., the size of a wheel or hinge, the amount of friction);         1
 2s88         – identify different ways in which wheels and axles can be attached to a chassis (e.g., by using an axle-holder, by placing the           1
                  axle in holes drilled in the frame);
 2s89         – demonstrate awareness that the wheels of a vehicle rotate clockwise or counterclockwise depending on the direction of                   1
                  movement of the vehicle.




    Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:43 PM Page F-2
                                                                                       Expectation Summary
                                                                                                              Selected   Assessed
  Tiny Town
  Structures and Movement A Unit for Grade 1/2
 English Language
1e1         1e2           1e3           1e4            1e5             1e6             1e7             1e8               1e9            1e10
1e11        1e12          1e13          1e14           1e15            1e16            1e17            1e18              1e19           1e20
1e21        1e22          1e23          1e24           1e25            1e26            1e27            1e28              1e29           1e30
1e31        1e32          1e33          1e34           1e35            1e36            1e37            1e38              1e39           1e40
1e41        1e42          1e43          1e44           1e45            1e46            1e47            1e48              1e49           1e50
1e51        1e52          1e53          1e54           1e55            1e56            1e57            1e58              1e59           1e60
 Mathematics
1m1         1m2           1m3           1m4            1m5             1m6             1m7             1m8               1m9            1m10
1m11        1m12          1m13          1m14           1m15            1m16            1m17            1m18              1m19           1m20
1m21        1m22          1m23          1m24           1m25            1m26            1m27            1m28              1m29           1m30
1m31        1m32          1m33          1m34           1m35            1m36            1m37            1m38              1m39           1m40
1m41        1m42          1m43          1m44           1m45            1m46            1m47            1m48              1m49           1m50
1m51        1m52          1m53          1m54           1m55            1m56            1m57            1m58              1m59           1m60
1m61        1m62          1m63          1m64           1m65            1m66            1m67            1m68              1m69           1m70
1m71        1m72          1m73          1m74           1m75            1m76            1m77            1m78              1m79           1m80
1m81        1m82          1m83          1m84           1m85            1m86            1m87            1m88              1m89           1m90
1m91        1m92          1m93          1m94           1m95            1m96            1m97            1m98              1m99           1m100
1m101       1m102         1m103         1m104          1m105           1m106           1m107
 Science and Technology
1s1         1s2           1s3           1s4            1s5             1s6             1s7             1s8               1s9            1s10
1s11        1s12          1s13          1s14           1s15            1s16            1s17            1s18              1s19           1s20
1s21        1s22          1s23          1s24           1s25            1s26            1s27            1s28              1s29           1s30
1s31        1s32          1s33          1s34           1s35            1s36            1s37            1s38              1s39           1s40
1s41        1s42          1s43          1s44           1s45            1s46            1s47            1s48              1s49           1s50
1s51        1s52          1s53          1s54           1s55            1s56            1s57            1s58              1s59           1s60
1s61        1s62          1s63          1s64           1s65        1   1s66    1       1s67    1       1s68     1   1    1s69   1       1s70    1   1
1s71        1s72      2   1s73          1s74           1s75        2   1s76    1   1   1s77        3   1s78     1   1    1s79       1   1s80        1
1s81        1s82      1   1s83          1s84           1s85        1   1s86            1s87            1s88         1    1s89           1s90
1s91        1s92          1s93          1s94           1s95            1s96            1s97            1s98              1s99           1s100
1s101       1s102         1s103         1s104          1s105           1s106           1s107
 Social Studies
1z1         1z2           1z3           1z4            1z5             1z6             1z7             1z8               1z9            1z10
1z11        1z12          1z13          1z14           1z15            1z16            1z17            1z18              1z19           1z20
1z21        1z22          1z23          1z24           1z25            1z26            1z27            1z28              1z29           1z30
1z31        1z32          1z33          1z34           1z35            1z36            1z37            1z38              1z39           1z40
1z41        1z42          1z43          1z44           1z45            1z46            1z47            1z48              1z49           1z50
 Health & Physical Education
1p1         1p2           1p3           1p4            1p5             1p6             1p7             1p8               1p9            1p10
1p11        1p12          1p13          1p14           1p15            1p16            1p17            1p18              1p19           1p20
1p21        1p22          1p23          1p24           1p25            1p26            1p27            1p28              1p29           1p30
1p31        1p32          1p33          1p34           1p35            1p36            1p37            1p38
 The Arts
1a1         1a2           1a3           1a4            1a5             1a6             1a7             1a8               1a9            1a10
1a11        1a12          1a13          1a14           1a15            1a16            1a17            1a18              1a19           1a20
1a21        1a22          1a23          1a24           1a25            1a26            1a27            1a28              1a29           1a30
1a31        1a32          1a33          1a34           1a35            1a36            1a37            1a38              1a39           1a40
1a41        1a42          1a43          1a44           1a45            1a46            1a47            1a48              1a49           1a50
1a51        1a52          1a53          1a54           1a55            1a56            1a57            1a58              1a59           1a60
1a61




        Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:58 PM Page G-1
                                                                                     Expectation Summary
                                                                                                           Selected   Assessed
  Tiny Town
  Structures and Movement A Unit for Grade 1/2
 English Language
2e1         2e2           2e3            2e4            2e5             2e6          2e7            2e8               2e9             2e10
2e11        2e12          2e13           2e14           2e15            2e16         2e17           2e18              2e19            2e20
2e21        2e22          2e23           2e24           2e25            2e26         2e27           2e28              2e29            2e30
2e31        2e32          2e33           2e34           2e35            2e36         2e37           2e38              2e39            2e40
2e41        2e42          2e43           2e44           2e45            2e46         2e47           2e48              2e49            2e50
2e51        2e52          2e53           2e54           2e55            2e56         2e57           2e58              2e59            2e60
2e61        2e62          2e63           2e64           2e65
 Mathematics
2m1         2m2           2m3            2m4            2m5             2m6          2m7            2m8               2m9             2m10
2m11        2m12          2m13           2m14           2m15            2m16         2m17           2m18              2m19            2m20
2m21        2m22          2m23           2m24           2m25            2m26         2m27           2m28              2m29            2m30
2m31        2m32          2m33           2m34           2m35            2m36         2m37           2m38              2m39            2m40
2m41        2m42          2m43           2m44           2m45            2m46         2m47           2m48              2m49            2m50
2m51        2m52          2m53           2m54           2m55            2m56         2m57           2m58              2m59            2m60
2m61        2m62          2m63           2m64           2m65            2m66         2m67           2m68              2m69            2m72
2m73        2m74          2m75           2m70           2m71            2m76         2m77           2m78              2m79            2m80
2m81        2m82          2m83           2m84           2m85            2m86         2m87           2m88              2m89            2m90
2m91        2m92          2m93           2m94           2m95            2m96         2m97           2m98              2m99            2m100
2m101       2m102         2m103          2m104          2m105           2m106        2m107          2m108             2m109           2m110
2m111       2m112
 Science and Technology
2s1         2s2           2s3            2s4            2s5             2s6          2s7            2s8               2s9             2s10
2s11        2s12          2s13           2s14           2s15            2s16         2s17           2s18              2s19            2s20
2s21        2s22          2s23           2s24           2s25            2s26         2s27           2s28              2s29            2s30
2s31        2s32          2s33           2s34           2s35            2s36         2s37           2s38              2s39            2s40
2s41        2s42          2s43           2s44           2s45            2s46         2s47           2s48              2s49            2s50
2s51        2s52          2s53           2s54           2s55            2s56         2s57           2s58              2s59            2s60
2s61        2s62          2s63           2s64           2s65            2s66     1   2s67       1   2s68         1    2s69    1   1   2s70    1   1
2s71    1   2s72      1   2s73       1   2s74       1   2s75    1       2s76     2   2s77       2   2s78         2    2s79        1   2s80        2
2s81    1   2s82      1   2s83       2   2s84       1   2s85        1   2s86     1   2s87       1   2s88         1    2s89        1   2s90
2s91        2s92          2s93           2s94           2s95            2s96         2s97           2s98              2s99            2s100
2s101       2s102         2s103          2s104          2s105           2s106        2s107          2s108             2s109           2s110
 Social Studies
2z1         2z2           2z3            2z4            2z5             2z6          2z7            2z8               2z9             2z10
2z11        2z12          2z13           2z14           2z15            2z16         2z17           2z18              2z19            2z20
2z21        2z22          2z23           2z24           2z25            2z26         2z27           2z28              2z29            2z30
2z31        2z32          2z33           2z34           2z35            2z36         2z37           2z38              2z39            2z40
2z41        2z42          2z43           2z44           2z45            2z46         2z47           2z48
 Health & Physical Education
2p1         2p2           2p3            2p4            2p5             2p6          2p7            2p8               2p9             2p10
2p11        2p12          2p13           2p14           2p15            2p16         2p17           2p18              2p19            2p20
2p21        2p22          2p23           2p24           2p25            2p26         2p27           2p28              2p29            2p30
2p31        2p32          2p33           2p34           2p35            2p36         2p37           2p38              2p39            2p40
2p41
 The Arts
2a1         2a2           2a3            2a4            2a5             2a6          2a7            2a8               2a9             2a10
2a11        2a12          2a13           2a14           2a15            2a16         2a17           2a18              2a19            2a20
2a21        2a22          2a23           2a24           2a25            2a26         2a27           2a28              2a29            2a30
2a31        2a32          2a33           2a34           2a35            2a36         2a37           2a38              2a39            2a40
2a41        2a42          2a43           2a44           2a45            2a46         2a47           2a48              2a49            2a50
2a51        2a52          2a53           2a54           2a55            2a56         2a57           2a58              2a59            2a60
2a61        2a62          2a63           2a64           2a65            2a66         2a67




        Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:35:58 PM Page G-2
                                                                                                    Unit Analysis
                                                                                                                    Page 1
Tiny Town
Structures and Movement A Unit for Grade 1/2


Analysis Of Unit Components                                           Resource Types

 6 Subtasks
55 Expectations                                                        4   Rubrics
124 Resources                                                         23    Blackline Masters
76 Strategies & Groupings                                              2   Licensed Software
                                                                      25    Print Resources
-- Unique Expectations --                                              3   Media Resources
 40 Science And Tech Expectations                                      1   Websites
                                                                      38    Material Resources
                                                                      20   Equipment / Manipulatives
                                                                       0   Sample Graphics
                                                                       4   Other Resources
                                                                      4    Parent / Community
                                                                      0    Companion Bookmarks




Groupings                                                            Assessment Recording Devices

6   Students Working As A Whole Class                                4     Anecdotal Record
3   Students Working In Pairs                                        1     Checklist
5   Students Working In Small Groups                                 4     Rating Scale
5   Students Working Individually                                    2     Rubric


Teaching / Learning Strategies                                       Assessment Strategies

1   Advance Organizer                                                2     Classroom Presentation
4   Brainstorming                                                    1     Exhibition/demonstration
1   Buddy System                                                     2     Learning Log
1   Choral Reading                                                   4     Observation
2   Classifying                                                      4     Performance Task
3   Collaborative/cooperative Learning                               1     Self Assessment
1   Concept Clarification
3   Demonstration
1   Direct Teaching
3   Discussion
1   Experimenting
1   Field Trip
1   Graphing
1   Homework
1   Learning Centres
3   Model Making
1   Open-ended Questions
3   Oral Explanation




     Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 23, 2001 at 12:36:07 PM Page H-1

								
To top