Social Studies Grade Two

Unit 1: Identity

Module Three - Weather and Seasons in Our Community
Concepts:

location, weather, seasons, community
Knowledge Objectives
Students will know that:

weather and seasonal changes infuence a community.
Skills/Abilities Objectives
Students will:

describe weather and seasons of the local community.
identify ways that weather and the seasons influence the local community.
use a chart to organize information .
Attitudes/Values Objectives
Students will:

appreciate the relationship between weather/seasons and lifestyles.
Citizen Action Objectives
Students may:

set personal goals regarding responsible behaviour required by specific weather.
Suggested Approaches

Place a thermometer outside the window of the classroom. Record the temperature every day at approximately the same time.
As the temperature varies, discuss how it feels outside, what kinds of clothes are appropriate to wear, how the temperature influences things at home and school (e.g., furnace on, windows open, storm windows, farm animals in barn).
Make connections with how animals and birds behave, and what happens to the environment.
If the school is located near a park or open space, make a point of visiting it periodically to observe and experience seasonal changes. The teacher may choose to have the students each select a `personal spot' where they can make specific observations and make personal connections with nature.
Use The Six Seasons of the Woodland Cree poster, or have the students make their own, that shows 6 seasons. Freeze Up and Break Up are added to the conventional 4 seasons. Discuss why. Discussion may lead to a news story like the building of a bridge for Cumberland House.
Make a large circular chart or a matrix illustrating seasonal changes. Add to it as the year progresses. Consider making it on a large sheet of brown paper that could be removed from the bulletin board, rolled up for storage, and brought out again at appropriate times.
The teacher may choose to have the students set personal goals regarding responsible behaviour (e.g., for health or safety reasons) required by certain weather conditions*.
The teacher may choose to make comparisons with communities in other climate regions.

Module 3: Activity Guide
Studying weather

Study the weather throughout the year experiencing seasons and weather while learning about them. Identify ways different types of weather affect humans. Use art forms to present findings. Measure various aspects of the weather and record the data on charts and graphs.
Integrate with language arts using stories, poems, and songs about weather. Keep a written journal describing weather and related activities.
Identify responsible actions associated with certain types of weather. For example, how to dress for different types of weather to prevent colds and earaches and what actions are needed to keep safe in different kinds of weather. Have students identify personal objectives and assess their progress. Make a big book or travel brochure giving guidance to people moving to your location from another climate zone.
Integrate with arts education by learning how weather is depicted in art forms.
Create a matrix or large circular chart divided into segments to illustrate seasonal changes.
Comparing weather and climate in various communities
In comparing the local weather and climate with other communities, the teacher may choose to do some of the following:

Show pictures of different climates: desert, tropics, temperate zone, and polar.
Use a wall map or globe to locate climatic zones.
Use books and videos to learn about vegetation and climate. Work in pairs to look through books and atlases for pictures of vegetation types and/or climatic zones. Have the students share the pictures they like best with the class or a larger group. Tell why they like the picture.
Make a class composition describing the weather and climate in your area. Make connections between the climate, natural features, and other factors that drew people to your area.
Integrate with arts education by studying art works depicting local landscape and climate. How have local landscape and climate have been depicted in music?
Have students think about differences in communities and ways they affect people by using the following frame sentence:
If I lived in (near) I would need but I would not need .
Begin by giving students frame sentences with the first blank filled in by the teacher. Some students may then be ready for sentences where they must fill in all three blanks.
eg.
If I lived in the desert I would need sun block, but I would not need an umbrella. If I lived in the rainforest I would need cool clothing but I would not need my skiis.
Keep these responses in the student's evaluation portfolio and use them along with other data to make decisions about student progress.
Suggested Resources
(listed in other bibliographies and catalogues)
Flash, Crash, Rumble and Roll Franklyn M. Branley (Sci)
Giving: Ojibwa Stories and Legends From the Children of Curve Lake Georgia Elston (Sci)
I Was Born in a Tree and Raised by Bees Jim Arnosky (Sci)
Learning About Spring/Learning About Fall
Learning About Summer/Learning About Winter Kathryn Graham (kit) (Sci)
The Living World: Our Earth: Weather on Earth Judith Holloway and Clive Harper (Sci)
Murdo's Story: A Legend From Northern Manitoba Murdo Scribe (Sci)
Observation Games: 1. Changes in Nature (kit) (Sci)
Observation (MHP, V6486)
Project Wild (Sci)
Seasons (Sci) (MHP, V3239)
The Six Seasons of the Woods Cree (wall chart) (Sci)
Sketching Outdoors in Summer (Spring, Winter, Autumn) Jim Amosky (Arts Ed)
Storms (kit) (Sci)
Weather Rena K. Kirkpatrick (Sci)
The Weather Forecaster (Sci) (MHP, V2571)
Weather Watch (Sci) (MHP, V3463)
Winter Here and Now Joy Finlay (Sci)
Use Mini-unit 2: Signs and Symbols, p. 325 of Arts Education: A Curriculum Guide for Grade 2.

Sample of a matrix showing seasonal changes