Wow-Week 13! Who would've thought that our online learning would've lasted this long? I know it's gone by very quickly, and it's hard to believe it's the final week.
Reminder: We will have two meets this upcoming week. Tuesday, June 23rd at 10am and Friday, June 26th at 9:30am **Please note the time change for Friday's Meet.
Grade 2 Learning Plan
Week 13
June 22-26
Here is your learning plan for next week. Please remember that your learning includes 5 hours of Literacy (Reading/Writing) and Math over the week, approximately 1 hour per day.
Learning Plan Overview:
Learning tasks:
Optional Activities:
Below is a sample schedule that you are welcome to follow if you would like. They are only suggestions, and we hope each family finds what works best for them.
Sample Schedule
Sample A Schedule |
| Monday | Tuesday | Wednesday | Thursday | Friday |
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| Class Meet 10:00am |
| Class Meet 10:00am | End of Year Meet 9:30am** |
Morning | Math 30 min | Literacy 30 min | Math 30 min | Literacy 30 min | Math 30 min |
Afternoon | Literacy 30 min | Math 30 min | Literacy 30 min | Math 30 min | Literacy 30 min |
Literacy |
Learning Intentions:
I can reflect on my experiences. I can write responses to prompts. I can set goals for personal growth.
Description:
The last week before the break! You did it!
This final week is all about reflecting on your year in Grade 2. You will be creating your own “Backpack Book” which reflects on what you will take with you as a Mathematician, Reader, Scientist, Writer, and person.
Task 1: Cover Page and Memories
Cover page- Fill in your information (name, grade, teacher) Add colour/decorate any way you’d like!
Memories I take from this Classroom: Snapshots & Captions-
Task 2: Scientist and Mathematician
What I take as a Scientist- Favourite topic we studied (hot/cold temperatures, liquids, insects) How you felt about science this year (scale 1-10) Memory Favourite lesson What you improved on Still need to work on Next year’s goal
What I take as a Mathematician- Favourite topic we covered (ex. Addition, subtraction, measurement, etc), How you felt about math this year (scale 1-10) Math memory Favourite Day/Lesson Something new learned Something improved on Next year’s goal
Task 3: Reader and Writer
What I take as a Reader What I take as a Writer Skills/strategies you’ll take with you Favourite piece of writing you did Writing memory What you improved on in writing What still needs working on Goal for next year
Task 4: Person and Experiences
What I take as a person- Words that describe you Times you were helpful, honest, hard worker, kind, brave, responsible 3 personal goals for next year
Experiences I take from this year-
Once you have completed all the pages, cut them out and staple them along the left side. You’re all done!
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Math |
Learning Intention:
Task 1:
Ten or Twenty 
Learning intention:
Watch the video with Ms. Watts to see how to play.
Supplies needed:
How to play:
Each player is dealt 5 cards. The remaining cards are placed face down in a pile in the center. The top card is flipped over and placed beside the pile (this is the discard pile).
On their turn players can pick to take the top card from the pile or from the discard pile. If the player can make a set of 3 cards that total 10 or 20 in value, the set is put down, facing up, in front of the player. A player finishes a turn by discarding a card, face up, on the discard pile. If a player has made a set of 3 on their turn, they can also pick up 3 more cards from the pile, so they always have 5 cards in their hand.
The winner is the player who has made the most sets when all of the pile is gone.
Upload a picture of you playing this game to the classroom!
Task 2: Break the Bank at 27 
Learning intention:
Watch the video with Ms. Watts to see how to play.
Supplies needed:
Task 3: Pyramid 
Learning intention
Watch the video with Ms. Watts to see how to play.
Supplies needed: Set up: Arrange your cards into a Pyramid with 6 rows, as shown below, with each row slightly overlapping the previous row. Place remaining cards in a deck, face down, off to the side.
To Play Pyramid:The goal is to remove cards in the pyramid by “making ten” with two cards. (Or removing a ten card, as it is already equal to ten). However, you can only remove cards that are completely uncovered. Therefore, at the start of the game, you can only use the bottom row of the pyramid to make ten. If there are no two cards remaining that could make ten, the game is not over! Remember the deck of cards off to the side? These can be drawn from to try and find a needed card. So when there is no other option in your pyramid, draw a card from the deck.
Continue to draw until you can make another ten. Remove those cards, and continue to play in the same way. If you make it through the entire deck, you can flip them over and begin drawing again. The game is over when you can no longer remove cards from your pyramid.
Task 4: Lightning!
Learning intention:
Supplies needed: 1 deck of playing cards 
Watch the video with Ms. Watts to see how to play!
How to play: Shuffle the deck of cards and place the pile face down in between you and your partner. Turn over five cards face up to make a row. Then, flip over the top card of the deck. This top card becomes your “target” card. Using at least two cards and any number of operations (addition, subtraction, multiplication and division), be the first to make the target number. If you have a way to make your target, say “LIGHTNING!” and tell your partner the complete number sentence. If it is a correct number sentence, you keep the cards you used to make the number sentence and the target card. Replace the empty spaces with new cards from the deck. There should always be 5 cards in play and one new target card for each round. The person with the most cards at the end is the winner, so try to use as many cards as you can for your target. For example:
Upload your work to your classroom!
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Science Bonus Activity (Optional) |
It’s our last week of your Science Bonus Activity!
Problem: Is it possible to make ice cream from salt?
Description: Today you are going to figure out if it’s possible to make ice cream using salt. What do you think? Yes? No? If yes, how does salt make ice cream?
Task: Watch this video about Changing Water. (It should help you with your prediction)
https://www.youtube.com/watch?time_continue=3&v=tuE1LePDZ4Y&feature=emb_logo Follow the steps below to see if you are successful in making ice cream!
Materials: TO MAKE FREEZER BAG ICE CREAM YOU WILL NEED: Procedure: Put the half and half, vanilla and sugar into the small bag. I use two bags just in case one breaks. Put the smaller bag(s) into the larger bag. Again I double up the bags because they usually break. Put the ice and salt into the bigger bag. Shake, smash, throw until the half and half has frozen and become ice cream. Stop and take some time to observe what is happening. Measure how much ice cream you have. Is it more than the 1/2 cup that you started with? Why? Discussion questions: Why did you need the salt? Miss. Lackie forgot the salt in her experiment. What would her result be? Why?
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Math Extension Questions (Optional) |
Mash Up Math: Can you figure out the value of each picture? Gummi Bear flip: Which Gummi Bears do you need to move to flip the pyramid? Which One Doesn’t Belong?: Which die doesn’t belong in the group? Why?
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