Computer Assignment

Paul Dugas

Subject: Math

Strand: Number Sense and Numeration

Specific Expectation: The students will demonstrate the one-to-one correspondence between numbers and objects when counting.

Software: Millie’s Math House

Lesson/Activity: Have the children use the cookie-making factory to practice their counting and one-to one correspondence skills. Have the students count up to ten different jellybeans and place them on their cookies.

Subject: Math

Strand: Measurement

Specific Expectation: The students will name and state the value of all coins and demonstrate an understanding of their value.

Software: Math Magic 2

Lesson/Activity: Have the children click on the money icon. Have the children practice recognizing the correct value of certain coins. (Ie. that a quarter is equal to 25 cents)

Subject: Math

Strand: Geometry and Spatial Sense

Specific Expectation: The students will identify similar and congruent figures using a variety of media.

Software: Math trek 4,5,6

Lesson/Activity: Have the children click on the geometry section of the software, and then the activities section. Have the students explore the Triangle Search Activity. Through this activity the students will identify similar and congruent figures as well as demonstrate congruence of figures. Instruct the students to practice making different shaped triangles using the software so that they understand the concept of congruent figures.

Subject: Math

Strand: Patterning and Algebra

Specific Expectation: The students will identify, extend and create patterns by changing two or more attributes.

Software: Math trek 4, 5, 6

Lesson/Activity: Have the students click on the Patterning and Algebra part of the program. Then have them click on the activities section. The patterning game helps the students develop pattern recognition skills. The students earn points by completing number sequences represented by objects. The students can also choose the level of difficulty. Instruct the students to complete the patterns by clicking on the uncompleted row of light bulbs so that the pattern is complete.

Strand: Data Management and Probability

Specific Expectation: The students will design surveys, organize data into self-selected categories and ranges, and record the data on spreadsheets and tally sheets.

Software: Math trek 4, 5, 6

Lesson/Activity: Have the students click on activity and then on exploring probability. Using the dice rolling activity, instruct the students to construct a tally sheet to keep track of the different values that are rolled. Have the students determine which values are rolled most often or if each value occurs approximately the same number of times. Follow up the activity by discussing as a class the results and how they relate to probability.

Subject: The Arts

Strand: Visual Arts

Specific Expectation: The students will organize their art works to create a specific effect, using the elements of design.

Software: Apple works draw or painting applications

Lesson/Activity: see attached formal lesson plan.

Subject: The Arts

Strand: Drama and Dance

Specific Expectation: The students will identify and explain the use and significance of symbols and objects.

Software: Kidpix 2

Lesson/Activity: Have the children stamp or draw symbols and then in a sentence explain their significance. As an example show the students a drawing of a heart and explain that it symbolizes love. Encourage the students to take examples from the stories they have read in class.

Subject: The Arts

Strand: Music

Specific Expectation: The students will communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media.(computer animation)

Software: Drawing software such as Kid pix 2, Super print, or Corel Draw

Lesson/Activity: Play some music for the students in the computer lab. Ask the students to listen quietly while it is played. Then play the song again and have them express how the music made them feel. Have the students express their emotions through drawing or stamping using the drawing software or in written form using software such as ClarisWorks.

Subject: Language Arts

Strand: Writing

Specific Expectation: The students will use a variety of sources (e.g. dictionary, word lists, computer) to check the spelling of unfamiliar words.

Software: ClarisWorks

Lesson/Activity: Have the students open a new spreadsheet document. The students will then type in their weekly spelling words in individual cells on the spreadsheet as the teacher dictates them. Instruct the students to use the spell checker to check the spelling of their words. (Be sure to have the spelling books or lists available to students as a reference. Words may not be listed in a particular software’s dictionary.)

Subject: Language Arts

Strand: Oral and Visual Communication

Specific Expectation: The students will experiment with rhyme, rhythm, and word play to create humorous effect.

Software: ClarisWorks

Lesson/Activity: Have the students enter a poem that they have previously written in a word processing document. The teacher should have the students use a fairly large font size for this activity. Then instruct the students to highlight the words that rhyme and either select a bold style or use the same text colour for the rhyming words. The students then use the spell checker before printing their poems.

Subject: Language Arts

Strand: Reading

Specific Expectation: The students will use grammatical relationships to help them understand what they have read. (E.g. relationship between nouns and verbs)

Website: http://www.funbrain.com

Lesson/Activity: Have the students go to the grammar gorillas site. Using this game the students identify various forms of speech like verbs and nouns. The students have to identify the correct form of speech, noun or verb, by clicking on the right word highlighted in a sentence. If they do the gorillas get a banana, and as you know a gorilla with a banana is a gorilla with appeal.

Subject: Science

Strand: Matter and Materials

Specific Expectation: The students will describe practices that ensure their safety and that of others.

Website: http://www.studyweb.com

Lesson/Activity: Have the students click on the science section, then the environment, then kidstuff, and then finally on learn about chemicals in the house. Using this website activity have the children look at the contents of a virtual house. They can click on any room in the house and see if they can pick out the items that contain pesticides. The site tells them how many toxic substances there are in the room. It will be the children’s job to click on the items they feel might be toxic. The site is valuable because it explains what a toxic substance is, it explains about labels, and what to do if you have an accident. After the lesson have a discussion with the class about the variety of toxic substances they found in the home, and also discuss with the class any safety issues that need to be addressed.

Subject: Science

Strand: Earth and Space Systems

Specific Expectation: The students will identify patterns in air movement. (E.g. low pressure and high pressure)

Website: http://Kids.infoplease.com/

Lesson/Activity: Once on the website have the students click on science, and then on weather. Have them fill out the following questionnaire.

1. What is a barometer?

2. What can you expect when a high-pressure system is on the way?

3. What can you expect if low- pressure is on the way?

4. What is relative humidity?

Strand: Energy and Control (Light and Sound Energy)

Specific Expectation: The students will identify through observation, colour as a property of light. (Show that white light can be separated into colours)

Website: http://www.funbrain.com

Lesson/Activity: Instruct the students to go to the science section of the website, and then click on the Guess the colour game. There are three levels of difficulty to the game so that all students’ abilities can be taken into consideration. The object of the game is for the students to try to match the colour of ROY G BIV’S box by guessing the number of red, green, and blue water drops that will combine to make the colour that is displayed in ROY G BIV’S box. ROY is depicted as a parrot on the website. The site exposes the students to the colours of the light spectrum, as well as demonstrates to students that mixing primary colours will create secondary colours. The game also gives students a second chance if their first answer is wrong.

Subject: Science

Strand: Life Systems

Specific Expectation: The students will compare the characteristics of vertebrates and invertebrates.

Website: http://www.factmonster.com

Lesson/Activity: Once on the site, have the students click on science, then animals, animal science, and then finally on animal groups. Have the students quietly read about vertebrates and invertebrates. Then have them fill out the following questionnaire.

1. What is the difference between vertebrates and invertebrates?

2. Provide 5 examples of each from your reading today.

Strand: Structures and Mechanisms

Specific Expectation: The students will record relevant observations, findings, and measurements using written language, drawings, charts and concrete materials. (E.g. record the number of different shapes in a playground and draw them)

Software: Drawing software such as apple works draw, super Print, or Kid Pix 2.

Lesson/Activity: Beforehand, take the students out to the school playground and have them record the shapes they see in the playground equipment. You may need to demonstrate a few examples before they will be able to understand and visualize the concept. Ask them if they see the rectangles in the surrounding fence or the triangle shape the slide makes. After the field trip, record all the playground equipment on chart paper and post it in the computer lab. Instruct the children to create their own playground using the shapes that they saw in their own school playground. Use the chart paper list as a resource to help the children remember some of the shapes they saw. Some students should be encouraged to find stamps or import clip art to make the drawing process easier for them.

Subject: Health and Physical Education

Strand: Fundamental Movement Skills

Specific Expectation: The students will perform a sequence of movements. (E.g. rolling, balancing, jumping, landing)

Software: Word processing software like Apple Works or Claris Works.

Lesson/Activity: Have the students record a sequence of 8 to 10 different body movements on the computer. (Ex. Hop three times, do six jumping jacks, followed by a somersault, etc…) Inform the students that they will have to perform the movement sequence in proper order at a later date in the gym. Tell the students that they will be judged according to the difficulty of the movement patterns as well as the accuracy of their performance. Give the students gym time to practice their routine. Have each student print off their movement exercise so that you will have it to refer to while they perform the movement sequences. This will ensure that you can grade the accuracy of their performance while it is taking place.

Subject: Health and Physical Education

Strand: Healthy Living

Specific Expectation: The students will analyze over a period of time, their own food selections, including food purchases to determine whether or not they are healthy choices.

Website: http://www.bennygoodsport.com

Lesson/Activity: This lesson will need to be explored over two periods. Have your students take the Food Pyramid Challenge on the bennygoodsport website. The children are asked to choose the foods that they eat during an average breakfast, lunch, and dinner meal. They are also asked to choose the foods that they would most likely eat for a snack. For example, the choices they are given for breakfast range from bacon, eggs, cookies, banana, cereal, and pop tarts. The teacher will need to make it clear to the students that they are choosing foods that they do eat, not foods that they would like to eat. The students will be asked to choose the foods and then click the How Healthy am I? Button. During the second session the children will be asked to add up their scores and compare them to the food pyramid. Students should be encouraged to be honest about their food choices. Have a class discussion afterwards, compare scores and discuss proper nutrition with the students.

Strand: Active Participation

Specific Expectation: The students will recognize that the health of the heart and lungs is improved by physical activity.

Website: http://www.kidshealth.org/kid/

Lesson/Activity: Have the students go to the Healthy Living section of the site. Using the information found on the site have the students complete the following questionnaire.

1. Why is exercise good for your heart?

2. What is aerobic exercise?

3. How many times a week should children do some sort of exercise?

4. For how long should you exercise?

5. Give 5 examples of aerobic exercise?

Strand: Heritage and Citizenship (Early Civilization)

Specific Expectation: The students will demonstrate an understanding of some of the values and beliefs on which life in early civilizations was based. (E.g. the Olympic Ideal)

Website: http://www.perseus.tufts.edu/Olympics/

Lesson/Activity: Have the students click on the section entitled, The context of the Games and the Olympic Spirit and then have them click on Excellence and the Competitive Spirit. Using the information found in this section of the site have the students answer the following questions about the Olympic Spirit.

1. What is Arête?

2. Those who failed feared what?

3. What happened to the athletes found cheating?

4. Who was the earliest recorded cheater?

Strand: Canada and World Connections

Specific Expectation: The students will locate key information about natural resources and their uses from primary sources and secondary sources.

Website: http://www.nrcan.gc.ca/edu/

Lesson/Activity: Have the students go to the Statistics on Canada’s Natural Resources section. Once there, have them click on the Natural Resources Fact Sheet. Using the information on the fact sheet have the students complete the following worksheet on forestry, minerals and energy resources.

1. Canada has ___________ of the world’s forests.

2. _________% of Canada’s land area is forested.

3. Sale of timber generated ________dollars.

4. Canada is the world’s largest __________ exporter.

5. Canada’s mines produce _____ different kinds of minerals and metals.

6. Canada is one of the world’s largest producers of ___________.

7. Canada is the world’s second largest producer of ___________.

8. Name 3 energy resources located in Canada.

A)

B)

C)

Subject: The Arts

Strand: Visual Arts

Overall Expectations: The students will:

- Produce two- and three-dimensional works of art that communicate ideas for specific purposes and to specific audiences.

- Identify the elements of design and use them in ways appropriate for this grade when producing and responding to works of art.

Specific Expectations: The students will:

- Organize their art works to create a specific effect, using the elements of design.

- Produce two- and three-dimensional works of art that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences.

Software: Apple works draw or paint software

- Computers

- Pictures or examples demonstrating foreground and background

- Pencil crayons/markers

The students will be asked to create an art piece using the computer that incorporates the design elements of line, shape and form. The students will be introduced to the concepts of foreground and background and how those concepts when used correctly can create depth in a picture. To introduce these concepts show the students some pictures that effectively illustrate foreground and background. Point out to the students that images in the foreground of a picture are much larger than the images in the background. The images in the foreground are larger because they are intended to appear closer to the viewer. The smaller items in the background give the impression they are much further away. Explain to the students that this is what creates depth in a picture.

After the students have grasped the concepts, explain to them that they will be using the computer to create their own pictures that demonstrate foreground and background. Instruct the students that they will be using Apple works draw or paint applications for this task. The students may draw their picture using their mouse, or may also import clip art, if they feel they do not have the artistic skill with the mouse. After the students have finished the computer portion of the exercise they will be asked to finish the piece by colouring it. Explain to the students that their pieces will be graded according to how effective they were at expressing the concepts of foreground and background, how neat the finished product was, and how much detail they put into their picture.

The students who may find this exercise difficult and challenging, will be given extra time and guidance so they can complete the exercise. In addition, those special students will be encouraged to import clip art into their pictures. Those students who need to be challenged will be encouraged to complete the artwork using their mouse to draw the picture. They will also be asked to include more detail in their pictures and to come up with a central theme to their piece.

The art piece will be evaluated using a rubric. (See attached Rubric)