Grade 2 — Social Studies: Writing Stories About Our Community

Overview

Students observe their community to explore the influence of the natural environment on the development of the community. Students learn about their community past and present and write stories about why their families chose it as a place to live and work. Students’ stories are compiled to make a class slide show about the community for sharing with others.

Activate

Invite a guest to share information and pictures or a video with the class about the characteristics of the local community or neighbourhood. Note students’ responses using a computer and projection system [Plan and Question]. After a discussion, students draw pictures of three important aspects in their community that make it a good place to live.

Acquire

Arrange a field trip or show a video in the community to observe its natural features (forests, agricultural land, rivers, natural recourses such as minerals, rock, wild berries, game, fish etc.). After the field trip or viewing the video discuss with students the features in terms of how they influence the community. Using painting or drawing tools, students draw pictures and several natural features of the community and explain their importance in one or two sentences. [Produce to Show Understanding]

Teacher Tips:
Take a digital video of the features in the community you want students to focus on and show it in class prior to the students' responding. [Gather and Make Sense]
If students draw on paper, scan students' drawings and create a file for use with the stories they will produce.

As a class using print and electronic sources, research to find answers to important questions about the community such as, “Why do people live here?” and “How does the community met people’s needs?” [Gather and Make Sense] Model how to use word processor and a graphic organizer or concept mapping software to organize keyword notes [Gather and Make Sense]. Students interview their parents (and grandparents) to ask the above questions as well as other questions they have and make notes on a graphic organizer [Gather and Make Sense].

Using a word processor, model how to write and revise a short story about why a family chose to live in the local community and how the community met the family’s needs. [Produce to Show Understanding] Students use information from their notes to make suggestions for the story. Insert some student drawings to illustrate the story. Involve students in establishing criteria for the final product [Produce to Show Understanding].

Teacher Tip:
Ensure that students understand chronological order and that the story is written from past to present.

Apply

UUsing a word processor students write and illustrate one-page chronological stories about why their families or other families live in the community and how their needs are met. [Produce to Show Understanding] Students revise then share their stories with peers [Produce to Show Understanding, Communicate, Collaborate]. Students reflect on their products and on using ICT to learn [Reflect].

Teacher Tip:
Compile students' stories to create a class slide show about the local community

Suggestions for Assessment:
Work Sample: Assess students' stories for accurate information, chronological order, using the established criteria. Guide students to reflect on using ICT to learn.
Observation: Observe students’ behaviour at the computer as they collaborate with a peer to edit a story [Collaborate , Ethics and Responsibility].

Matching Outcomes and Big Ideas

ELA

1.2.2 Explain Opinions - explain new experiences and understanding
2.1.1 Prior Knowledge - make connections between texts, prior knowledge, and personal experiences
2.1.2 Comprehension Strategies - explain anticipated meaning, recognize relationships, and draw conclusions; self-correct understanding using a variety of strategies [including rereading for story sense]
2.2.2 Connect Self, Texts, and Culture - discuss the experiences and traditions of various communities and cultures portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers]
3.1.2 Ask Questions - ask questions to understand a topic and identify information needs
3.1.3 Contribute to Group Inquiry - contribute to relevant information and questions to assist in group understanding of a topic or task
3.1.4 Create and Follow a Plan - recall and follow directions for accessing and gathering information
3.2.2 Identify Sources - access information using a variety of sources [such as elders, simple chapter books, concept books, multimedia, computers.]
3.3.1 Organize Information - categorize related information and ideas using a variety of strategies [such as linking significant details, sequencing events in a logical order.]
3.3.2 Record Information - record key facts and ideas in own words; identify titles and authors of sources
4.1.1 Generate Ideas - generate and contribute ideas on particular topics for oral, written, and visual texts
4.1.2 Choose Forms - use a variety of forms [such as simple reports, illustrations, role-plays of characters and situations, string games.] for particular audiences and purposes
4.1.3 Organize Ideas - order ideas to create a beginning, middle, and end in own oral, written, and visual texts
4.2.2 Revise Content - revise illustrations and representations by adding or deleting words and details to make sense
4.2.5 Enhance Presentation - combine illustrations and written texts to express ideas, feelings, and information
4.4.1 Share Ideas and Information - share information and ideas on a topic with a familiar audience; clarify information by responding to questions
4.4.3 Attentive Listening and Viewing - demonstrate attentive audience behaviours [such as asking relevant questions.]

Social Studies
LwICT

Student Samples

Samples

Download help