From Andrew

Mathematics Andrew

Number Sense and Numeration

	Grade One
	Specific Expectation

	Read and print numerals from 0 to 100
	Read and print number words to ten
	Demonstrate the one-to-one correspondence between number and objects when counting

Mathville Kidway – Snack Shack Levels 1-4

The students will fill the order at the snack shack by reading the number of item orders and selecting the correct number of items for their tray. Example: and order of two hamburgers must have two hamburgers on the tray.

Measurement

	Grade Two
	Specific Expectation

Measure and record the distance around objects using non-standard units, and compare the distances

Mathville Speedway – Perimeter Race

The students will choose the racetrack with the smallest perimeter for their car to race on. They must record the perimeter and compare it to the other racetrack to see if they are correct.

Geometry & Spatial Sense

	Grade Six
	Specific Expectation

	Use a computer application to explore and extend geometric concepts
	Construct a variety of two-dimensional shapes given specific measures of angles and sides, using a variety of tools

Geometer’s Sketchpad

The students will create objects using pre-determined angle sizes and side lengths. This will be extended to allow the students to make their own shape, record angles and sides, and challenge other students in the class to reproduce their design.

Patterning & Algebra

	Grade One
	Specific Expectation

	Use one attribute to create a pattern
	Use a calculator and a computer application to explore patterns

Kid Pix

The students will use the stamping tool and shape tool to create patterns containing one attribute on their computer screen. Students may be challenged to create complex patterns as they master the concept and use of the program.
Data Management & Probability

	Grade Three
	Specific Expectation

	Conduct simple probability experiments and predict the results
	Apply the concept of likelihood to events in solving simple problems
	Predict the probability that an event will occur

Mathville Jungleway – Giraffe Graph

The students will predict which giraffe will complete the race first by examining the area on a spinner used to move the giraffes. They must also determine how many points they may lose if they are wrong. Example: the better the chance the giraffe will win, the more points should be wagered.

Language Arts

Writing

	Grade One
	Specific Expectation

	Write simple but complete sentences
	Use a period at the end of a statement
	Use capitals to begin sentences and to differentiate certain words

Reader Rabbit 3

The students will follow the program and create their own story using the program pictures and proper writing conventions.

Reading

	Grade One
	Specific Expectation

Retell a simple story in proper sequence and recall information in it accurately

Wiggleworks

The students will listen to a story in the program. This will be repeated with the student reading to a partner. The student will then conference with the teacher and is required to recount the story in the proper order, recalling as much detail as possible.

Oral & Visual Communication

	Grade One
	Specific Expectation

	View, read and listen to media works with simple messages or factual information and describe what they have learned
	Listen and react to stories and recount personal experiences

Discuss Books – Mud Puddle

The students will listen to the story. They will then tell their own personal story of what they do on rainy days.
Health & Physical Education

Healthy Living

	Grade Four
	Specific Expectation

Analyze, over a period of time, their own food selections, including food purchases and determine whether or not they are healthy choice

Microsoft Word

The students will create a weekly chart using the program to track the food choices they have made. Headings should include each day of the week on the top and the three meals on the side along with a tally chart to keep track of healthy and unhealthy choices.

Fundamental Movement Skills

	Grade Six
	Specific Expectation

Kick balls of various sizes and shapes for distance and accuracy

Microsoft Works Spreadsheet

With a partner, the students will create graphs comparing the distance several different shaped balls were kicked (soccer ball, utility ball, tennis ball, football etc.). This will include between ball comparisons, between attempt comparisons (two attempts) and between partner comparisons.

Active Participation

	Grade Five
	Specific Expectation

Recognize that the health of the heart and lungs is improved by physical activity

Website: www.on.heartandstroke.ca/cgi-bin/English/Catalog/Public/bR.cgi

Microsoft Publisher

The students will research and list the causes of heart problems. They must follow this by researching ideas and suggestions for reducing the risk of heart attacks and strokes. These will be presented in a brochure on healthy heart living.

Science & Technology

Life Systems

	Grade Five
	Specific Expectation

Describe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems

Microsoft Word

Students will create a chart outlining the function of the major organs. These should be separated into the systems they serve for comparison purposes. Structure should also be discussed in the chart.
Matter & Materials

	Grade Six – Properties of Air and Characteristics of Flight
	Specific Expectation

Describe and justify the differences in design between various types of flying devices

The Way Things Work 2.0

The students will compare and contrast the difference between and airplane and a helicopter concentrating on how the machine is designed to use air to its advantage.

Energy & Control

	Grade Two – Energy From Wind and Moving Water
	Specific Expectation

	Identify devices that use moving air and moving water as energy sources, and describe what happens to these devices when the air or water is still
	Recognize that moving air and moving water can be sources of energy for electrical power

The Way Things Work 2.0

The students will diagram how we can get energy from wind. This will be explained using pictures and words that accompany the diagram.

Structures & Mechanisms

	Grade Four
	Specific Expectation

Communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, drawings, charts, and oral presentations

Microsoft Word

Students will complete an instruction page on how to build a simple machine system that performs a specific function. All steps must be included and others must be able to build the object from the instructions.

Earth & Space Systems

	Grade Six – The Solar System
	Specific Expectation

Describe how humans have improved the tools and techniques used in space exploration

Website: http://quest.arc.nasa.gov/space/background/issbackground.html

The students will research the building and function of the International Space Station. They will use links from the website to gather relevant information about the station. This information will be accompanied by a short opinion and research based explanation of what possibilities the space station provides and why do they think it is a positive/negative research tool.

Social Studies

Heritage & Citizenship

	Grade Four – Medieval Times
	Specific Expectations

	Describe the various roles of people in medieval society
	Describe the manor system and identify the hierarchy

Website: www.anthro.mankato.msus.edu/history/middleages/contents.html

Students will use the website to research and compare the roles of knights, merchants and peasants in medieval society. They will also complete a description of the manor system and outline the hierarchy contained within.

Canada & World Connections

	Grade Five – Aspects of Government In Canada
	Specific Expectation

Describe how immigrants apply for citizenship and become Canadian citizens

Website: www.canadainternational.gc.ca/menu-e.asp

Students will create an instruction brochure for non-Canadians as to the steps required to apply for Canadian citizenship. Make sure all steps are included.

The Arts

Music

	Grade Three
	Specific Expectation

Create and perform musical compositions in which they apply their knowledge of the elements of music and patterns of sounds, and use the voice, instruments, or ‘found’ materials

Windows Sound Recorder

Students will create a short piece of music using voice and found instruments to be recorded on the sound recorder. The final product should be saved for presentation to the class.

Visual Arts

	Grade Three
	Specific Expectation

Explain how the artist has used the elements of design to communicate feelings and convey ideas

Website: www.nga.gov/kids/kids.htm

Students will click to view each of the pictures on the screen. These will be analyzed for elements of design. How does the painting make you feel? What has the artist done to make you feel this way? What element of design has the artist used? These responses will be completed on a worksheet.

Drama & Dance

	Grade Four
	Specific Expectation

Enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays

Microsoft Word

The students will rewrite and present a popular fairy tale in groups. The final copy should be produced in script form using the computer application.

Sample Lesson Plan

Date: Wednesday, March 21, 2001 Time: 90 minutes

Subject: Health & Physical Education/ Strand: Fundamental Movement

Math Skills/Data Management

Expectations:

	Kick balls of various sizes and shapes for distance and accuracy
	Design surveys, organize the data into self-selected categories and ranges, and record the data on spreadsheets or tally charts
	Experiment with a variety of displays of the same data using computer applications, and select the type of graph that best represents the data

Materials:

Balls of various shapes and sizes, Microsoft Works Spreadsheet, pencil & paper, measuring tape

Activity:

	The students’ task is to experiment with several sizes and types of balls to see which travels the furthest, and the difference in distance between the balls.
	Working in pairs the students will kick five different balls two times each and record the distances kicked.

Application:

	The students will input the recorded data into a spreadsheet.
	The data will be used to create the following comparison graphs:

	Between balls
	Between trails with the same ball
	Between partners

The students should experiment with the different types of graphs and produce their findings using the most appropriate graph for the information.

This will be accompanied by an explanation of what graph they used and why it was used.

Modifications:

	Asking a student to produce graphs of just the data recorded rather than comparisons may modify this activity.
	Having the data input into the computer for the student and having them go through the process of creating the graph may also modify it.

Extension:

This activity can be extended by asking students to create a report on why they feel one ball went further than the others. This should include graphs and scientific explanations along with any experimental errors that occurred.

Assessment:

	The Physical Education expectation may be assessed by using a checklist to record whether the skill has developed, is progressing or has not yet developed.
	The Mathematics expectations may be assessed based on knowledge of concepts (which graph is proper to use) and problem solving abilities (how to make the proper graphs and display the information). The following is the rubric to be used.

Knowledge/Skills	Level 1	Level 2	Level 3	Level 4
Problem Solving	With assistance	With limited assistance	Independently	Independently
	With a limited range of appropriate strategies	With appropriate strategies	By choosing the most appropriate strategies	By modifying known strategies or creating new strategies
Understanding	By giving partially complete but inappropriate explanations	By giving appropriate but incomplete explanations	By giving both appropriate and complete explanations	By giving both appropriate and complete explanations, and by showing that he or she can apply the concepts in a variety of contexts