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Elementary courses by My Learning Oasis

Grade 2 - Complete Program

Elbow Greeting
Ready for School
School Supply
School LIbrary
School Supplies
Back to School with Mask
School Supplies
Back to School Objects

Course duration: 10 Months

The Grade 2 program is planned based on the learning outcomes of grade1. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.

Anchor 1

The Arts

Strand: Dance

Learning outcome: Students in Grade 2 will develop or extend understanding of concepts through participation in various dance experiences (e.g., exploring pathways, directions, and shapes to alter familiar activities), with particular emphasis on body and space.

Strand: Drama
Learning outcome: Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories. They will develop or extend understanding of the following concepts through participation in various drama experiences, namely, role/character, relationship, time and space, tension, focus and emphasis. 

Strand: Music
Learning outcome: In Grade 2, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grade 1. Students will develop understanding of musical concepts through participation in various musical experiences (e.g., listening, singing, moving, playing with musical instruments and manipulatives). These experiences will include reading simple rhythmic notation and interpreting simple visual representations (e.g., long and short lines, contour patterns on a one-line staff or a two-line staff, various icon symbols such as pictures or invented symbols).


Strand: Visual Art
Learning outcome: In addition to the concepts introduced in Grade 1, students will develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual arts experiences. 

 

ELEMENTS OF DESIGN Students will develop understanding of all elements of design. 

• line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes • shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)

• space: overlapping of objects to show depth 

• colour: secondary colours (various colours made by mixing equal amounts of primary colours, such as violet, orange, green); mixing of colours with a limited palette 

• texture: textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric); illusion of texture (e.g., a rough texture created by patterns of lines); impasto (thick, textured paint) • value: mixing of a tint; identification of light and dark.

Anchor 2

Language

Strand: Oral Communication and Media Literacy 

Learning outcome: Grade 2 students should have access to oral, print, and media texts that provide opportunities to extend their life experiences by exploring less familiar topics. Oral texts such as poems, teacher read-alouds on new topics, readers’ theatre, presentations or talks by guest speakers, large- and small-group discussions, and one-on-one conversations; print texts such as stories, folk tales or fairy tales from other cultures, picture books, early chapter or series books, non-fiction books on topics of personal interest, nature or science magazines, and books from home; and media texts such as digital images, recorded music, soundtracks, television commercials, and films provide a variety of sources to motivate and engage

diverse groups of students. Print texts for guided instruction and independent reading should include an expanded vocabulary, more difficult ideas and language structures, and illustrations that extend the text and support interpretation. Grade 2 students will be able to sustain their interest in and make meaning from longer texts, such as longer picture books and chapter books that include chapter titles, a few illustrations, somewhat more sophisticated plots, and multiple characters and events.

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Anchor 3

Math
 

Strand: Social Emotional Learning

Learning outcome: Students identify and learn to manage emotions that they may feel such as pride, confusion, fear and excitement. 

Strand: Number
Learning outcome: Students work with numbers up to 1,000 and learn how to break down numbers in different ways. For example, how the number 225 can be described as 200 + 20 + 5 or 2 hundreds, 2 tens, and 5 ones.  Students learn that fractions can be represented in more than one way – for example, one-half can be thought of as two one-fourths. Multiplication is introduced using rows and columns, and students are expected to know × 2, × 5 and × 10.

Strand: Algebra
Learning outcome: Students learn to identify and describe what repeats in a pattern, such as when a specific event happens every Monday, or when a number sequence goes up by 2 each time. Students begin to identify multiplication and division equations that are equal, such as 3 × 4 and 6 × 2. Students will write code to perform a repeating operation, such as a repeating number pattern. They will also use mathematical modelling to analyze and create possible solutions for real-life situations, such as raising funds for a charity.


Strand: Data
Learning outcome: Students continue to develop their understanding of data. They learn more ways to collect, organize, display and interpret data involving larger numbers. They start to use scales on their graphs so they can represent larger data collections and use averages to make comparisons of data.


Strand: Spatial Sense

Learning outcome: Students continue to develop their spatial sense as they recognize and describe three-dimensional objects and imagine what these objects would look like if they were taken apart or flipped around. Students continue to measure length and are introduced to measuring the weight of an object or how much it holds. They measure area and compare it to length, as well as learn how to tell time on both digital and analog clocks.


Strand: Financial Literacy

Learning outcome: Students review their understanding of money and describe different ways to represent the same amount of money. Students also continue to develop their understanding of money by calculating the change required for simple transactions involving whole-dollar amounts.

Anchor 4

Science
 

Strand: Growth and Changes in Animals

Learning outcome: In this unit, students will learn how animals have distinct characteristics and humans are also animals. They will also learn and explore similarities and differences among different kinds of animals. Students will understand that humans need to protect animals and the places where they live. 

Strand: Movement
Learning outcome: In this unit, students will learn how movement is a change in position of an object. They will also explore simple machines and how simple machines help objects to move. Students will understand that mechanisms are made up of one or more simple machines. They will also learn how simple machines and mechanisms make life easier and/or more enjoyable for humans. 

Strand: Properties of Liquids and Solids
Learning outcome: In this unit, students will learn materials that exist as liquids and solids have specific properties. They will inquire how liquids and solids interact in different ways. Students will understand that some liquids and solids can be harmful to us and the environment.


Strand: Air and Water in the Environment
Learning outcome: In this unit, students will learn how air and water are a major part of the environment. They will understand that living things need air and water to survive. Students will inquire how changes to air and water affect living things and the environment. They will understand how our actions affect the quality of air and water, and its ability to sustain life.  

Anchor 5

Social Studies

Strand: Changing Family and Community Traditions

Learning outcome: In Grade 2 social studies, students will develop their understanding of their local community and begin to examine the global community. Students will explore a variety of traditions within their families and their local communities, developing an understanding of how these traditions contribute to and enrich their own community and Canadian society. 

Strand: Global Communities
Learning outcome: Students will study communities around the world, developing an awareness of the relationship between location, climate, physical features, and how people live in various communities. Students will use the social studies inquiry process to investigate traditions, ways of life, and relationships with the environment in local and global communities, and they will develop their ability to extract information from and construct maps for specific purposes.

Anchor 6

Health and Physical Education
 

Strand: Social-Emotional Learning Skills

Learning outcome: Throughout Grade 2, in order to promote overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive, students will apply a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

Strand: Active Living
Learning outcome: Students participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives. Students also develop an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living. Students demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

Strand: Healthy Living
Learning outcome: Students perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities. Students get opportunities to apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.


Strand: Daily and Seasonal Changes
Learning outcome: Students develop an understanding of factors that contribute to healthy development and also  demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and wellbeing.Students shows the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
 

Anchor 7

French

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Anchor 8

International Language 

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

Teachers at My Learning Oasis follow the Ontario Curriculum outline as a base of their inquiry and project based learning for students success. For more information about Ontario Curriculum click HERE

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