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Mathematics                      Andrew


Number Sense and Numeration

bulletGrade One
bulletSpecific Expectation
bulletRead and print numerals from 0 to 100
bulletRead and print number words to ten
bulletDemonstrate the one-to-one correspondence between number and objects when counting
bulletMathville Kidway – Snack Shack Levels 1-4
bulletThe 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.



bulletGrade Two
bulletSpecific Expectation
bulletMeasure and record the distance around objects using non-standard units, and compare the distances
bulletMathville Speedway – Perimeter Race bulletThe 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

bulletGrade Six
bulletSpecific Expectation
bulletUse a computer application to explore and extend geometric concepts
bulletConstruct a variety of two-dimensional shapes given specific measures of angles and sides, using a variety of tools
bulletGeometer’s Sketchpad bulletThe 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

bulletGrade One
bulletSpecific Expectation
bulletUse one attribute to create a pattern
bulletUse a calculator and a computer application to explore patterns
bulletKid Pix bulletThe 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

bulletGrade Three
bulletSpecific Expectation
bulletConduct simple probability experiments and predict the results
bulletApply the concept of likelihood to events in solving simple problems
bulletPredict the probability that an event will occur
bulletMathville Jungleway – Giraffe Graph bulletThe 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



bulletGrade One
bulletSpecific Expectation
bulletWrite simple but complete sentences
bulletUse a period at the end of a statement
bulletUse capitals to begin sentences and to differentiate certain words
bulletReader Rabbit 3 bulletThe students will follow the program and create their own story using the program pictures and proper writing conventions.



bulletGrade One
bulletSpecific Expectation
bulletRetell a simple story in proper sequence and recall information in it accurately
bulletWiggleworks bulletThe 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

bulletGrade One
bulletSpecific Expectation
bulletView, read and listen to media works with simple messages or factual information and describe what they have learned
bulletListen and react to stories and recount personal experiences
bulletDiscuss Books – Mud Puddle bulletThe 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

bulletGrade Four
bulletSpecific Expectation
bulletAnalyze, over a period of time, their own food selections, including food purchases and determine whether or not they are healthy choice
bulletMicrosoft Word bulletThe 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

bulletGrade Six
bulletSpecific Expectation
bulletKick balls of various sizes and shapes for distance and accuracy
bulletMicrosoft Works Spreadsheet bulletWith 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

bulletGrade Five
bulletSpecific Expectation
bulletRecognize that the health of the heart and lungs is improved by physical activity
bulletWebsite: bulletMicrosoft Publisher bulletThe 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

bulletGrade Five
bulletSpecific Expectation
bulletDescribe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems
bulletMicrosoft Word bulletStudents 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

bulletGrade Six – Properties of Air and Characteristics of Flight
bulletSpecific Expectation
bulletDescribe and justify the differences in design between various types of flying devices
bulletThe Way Things Work 2.0 bulletThe 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

bulletGrade Two – Energy From Wind and Moving Water
bulletSpecific Expectation
bulletIdentify 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
bulletRecognize that moving air and moving water can be sources of energy for electrical power
bulletThe Way Things Work 2.0 bulletThe students will diagram how we can get energy from wind. This will be explained using pictures and words that accompany the diagram.


Structures & Mechanisms

bulletGrade Four
bulletSpecific Expectation
bulletCommunicate 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
bulletMicrosoft Word bulletStudents 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

bulletGrade Six – The Solar System
bulletSpecific Expectation
bulletDescribe how humans have improved the tools and techniques used in space exploration
bulletWebsite: bulletThe 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

bulletGrade Four – Medieval Times
bulletSpecific Expectations
bulletDescribe the various roles of people in medieval society
bulletDescribe the manor system and identify the hierarchy
bulletWebsite: bulletStudents 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

bulletGrade Five – Aspects of Government In Canada
bulletSpecific Expectation
bulletDescribe how immigrants apply for citizenship and become Canadian citizens
bulletWebsite: bulletStudents 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



bulletGrade Three
bulletSpecific Expectation
bulletCreate 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
bulletWindows Sound Recorder bulletStudents 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

bulletGrade Three
bulletSpecific Expectation
bulletExplain how the artist has used the elements of design to communicate feelings and convey ideas
bulletWebsite: bulletStudents 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

bulletGrade Four
bulletSpecific Expectation
bulletEnact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays
bulletMicrosoft Word bulletThe 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





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



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



bulletThe 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.
bulletWorking in pairs the students will kick five different balls two times each and record the distances kicked.



bulletThe students will input the recorded data into a spreadsheet.
bulletThe data will be used to create the following comparison graphs:
bulletBetween balls
bulletBetween trails with the same ball
bulletBetween partners
bulletThe students should experiment with the different types of graphs and produce their findings using the most appropriate graph for the information. bulletThis will be accompanied by an explanation of what graph they used and why it was used.




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



bulletThis 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.



bulletThe Physical Education expectation may be assessed by using a checklist to record whether the skill has developed, is progressing or has not yet developed.
bulletThe 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.



Level 1

Level 2

Level 3

Level 4


Problem Solving


With assistance


With limited assistance







With a limited range of appropriate strategies


With appropriate strategies


By choosing the most appropriate strategies


By modifying known strategies or creating new strategies




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