Strand: Number Sense and Numeration

Grade: One

Specific Expectation: Read and print numerals from 0 to 100

Read and print number words to ten

Investigate number meanings (e.g. the concept of 5)

Software: Word Processing program

Lesson/Activity: Have students type name and date at top of page. Students will then type the numerals, numbers and, selecting a symbol on the computer, type the appropriate number of symbols for that number. Encourage students to use a different symbol for each number to become familiar with them.

Example: 1 one *

2 two &&

3 three >>>

Subject: Math

Strand: Geometry and Spatial Sense

Grade: One

Specific Expectation: Create symmetrical figures using concrete materials and drawings.

Software: Paintbrush

Lesson/Activity: Using any of the paintbrush tools, have students create a symmetrical figure. Encourage children to make their own unique creature - either real (i.e. butterfly) or imaginary. Students should use colour to make each symmetrical area distinct from others.

Subject: Math

Strand: Measurement

Grade: Three

Specific Expectation: Estimate, measure and record linear dimensions of objects (using centimetre, metre, kilometre)

Software: Internet - Website - Lessonplanz.com - Student Activities - Measurement Unit - Grade 5

Lesson/Activity: Follow the directions on the page. Estimate the length of the objects, measure them and enter the difference. Print off when complete. (This is an American site and it indicates this is a Grade 5 activity. It fits in with the Grade 3 Ontario curriculum, however. I believe the students would feel a great deal of pride at being able to do "grade 5" work.)

Subject: Math

Strand: Patterning and Algebra

Grade: Any grade

Specific Expectation: Use a calculator and a computer application to explore patterns.

Software: Word processing program - Microsoft Word, Wordperfect

Lesson/Activity: Using the numbers or letter keys, have students create a pattern line. Have student verbally explain their pattern. Once they have mastered this, allow students to create more intricate patterns. This is an activity I would do in the K-2 grades. Students in older grades could be allowed to use other programs to create patterns, i.e. Paintbrush, Corel Draw, or spreadsheets. This expectation is found in all Primary/Junior Measurement Expectations.

Subject: Math

Strand: Data Management and Probability

Grade: Four

Specific Expectations: Before gathering data, predict the possible results of a survey based on their experiences;

Conduct surveys and record data on tally charts;

Construct labelled graphs both by had and using computer applications, and create intervals suited to the range and distribution of the data gathered.

Software: Microsoft Word, Excel

Lesson/Activity: Have students individually decide on a question they would like to do a classroom survey on (i.e. What is your favorite colour? What is your favorite sport?) Have students type up a page describing their question, how many people they will survey and how they will go about taking their survey (verbally, written). Also have students predict an outcome of the survey. Students will gather data and record on a tally sheet. Information from the tally sheet will be transferred to Excel. Using the graphing tool the student will select the type of graph they think is most appropriate and label it.

Subject: Language

Strand: Reading

Grade: Two

Specific Expectations: Retell a story in proper sequence, identify the main idea and the characters, and discuss some aspects of the story (e.g. give reasons why they prefer one character rather than another)

Software: Word processing program - Wordperfect, Microsoft Word

Lesson/Activity: Read a story to the students. If the story is long or complex you may wish to read it twice. Have students use a word processing program to retell the story, making sure they have the proper sequence. Indicate to the students that they must also identify the idea or theme of the story, the characters, and setting (not part of the expectations). At the end of their paragraph, have students discuss something about the story that they have not previously mentioned.

Subject: Language

Strand: Writing

Grade: Five

Overall Expectation: Produce pieces of writing using a variety of forms (e.g. stories, poems, reports), narrative techniques, and materials from other media (e.g. illustrations).

Software: CorelDraw

Lesson/Activity: Have students use the first letter of their first name the first time you do this activity. Have students type a list of other words that begin with that same letter. Using a very large font, place the letter on the page. Using the pick tool, place the handles on the letter, click on arrange and convert to curves. Again using the pick tool, select the letter and the words. Under the text heading choose fit text to path. To get rid of the large letter, click on it and hit "delete." The words will take on the form of the letter.

Subject: Language

Strand: Oral and Visual Communication

Grade: Six

Specific Expectations: Create a variety of media works.

Identify the main types of media works and the most characteristic techniques used in them.

Software: PowerPoint

Lesson/Activity: In partners (or individually) students will chose a useless item (banana peel, chewed gum, etc) and design a sales pitch to persuade people to purchase the item. Students can chose a media style from documentary, news report, infomercial, advertisement, editorial, or television commercial. Students should be encouraged to use a digital camera or scanner to add pictures to their project. All projects will be presented to the class when complete. Encourage students to add background music, create slogans and any other ideas that might add to their sales pitch.

Subject: Health and Physical Education

Strand: Healthy Living

Grade: Six

Specific Expectations: Analyse personal eating habits in a variety of situations (e.g. at home, in school, in restaurants).

Software: MS Works, Excel

Lesson/Activity: After becoming familiar with Canada's Food Guide, have students record all foods they have eaten for one day. The next day the students will create a chart assigning each food that they have eaten to the correct food group. Using this information, graph the recommended daily servings and the actual on a double bar graph. To do this, highlight the cells with the information to be graphed and select the graph button. From the graph bar, select the appropriate graph. Have students label the graph by selecting Edit, then Titles. Students may also colour or add a pattern to their graph by selecting Format, then Patterns and Colour.

Subject: Health and Physical Education

Strand: Fundamental Movement Skills

Grade: Five

Specific Expectations: Dismount safely from equipment (e.g. from a bench or box-horse).

Subject: Health and Physical Education

Strand: Active Participation

Grade: Six

Specific Expectations: Implement and revise as required plans of action to achieve personal fitness goals.

Software: Corel Draw

Lesson/Activity: Discuss with students fitness goals they may want to achieve. This goal should not deal with weight in any respect. Rather it should focus on achievements in fitness, i.e. running a certain distance, performing 25 push-ups, eating a more balanced diet, swimming three laps underwater, etc. Have students write out their goals on paper. When they have come up with their goals, have students create an affirmation identifying their goals. This can be done on regular sized paper. Have students make their sign interesting and colourful, using various techniques from Corel Draw. They can make rainbow words, change the perspective of certain words, use roll-ups, create masks, shadow texts and several other styles. Have students use at least three different techniques to make their page exciting and incite them to stick to their goals.

Subject: Science and Technology

Strand: Life Systems

Grade: Three

Specific Expectations: Design and conduct a hands-on inquiry into seed germination or plant growth.

Software: MS Works or Excel

Lesson/Activity: After discussing plants and plant growth in class, have students plant a seed in a soil packed Styrofoam cup. Once a week have the students take a measurement of their plant and record it on a spreadsheet program like MS Works or Excel. Track the growth for a period of two - three months. When students have completed the given time frame, have them create a line graph using the data.

Subject: Science and Technology

Strand: Matter and Materials

Grade: Four

Specific Expectations: Classify materials as transparent (e.g. glass, clear acrylic), translucent (e.g. frosted glass, plastic shopping bags, tissue paper), or opaque (e.g. wood).

Software: Wordperfect

Lesson/Activity: Provide several objects for students to classify into one of three categories: 1. Transparent 2. Translucent 3. Opaque. Using Wordperfect, students will create a table with three columns. Students will investigate the objects and place them into the column they think it belongs in.

Subject: Science

Strand: Energy and Control

Grade: Five

Specific Expectations: Identify design features that improve the energy efficiency of buildings, devices and systems;

Communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g. use a word processor and graphics program to create a booklet about the design, construction and effectiveness of a product that meets a specific need)

Software: MS Publisher

Lesson/Activity: Students will perform experiments to test several items for energy efficiency (i.e. paper, styrofoam, cardboard, cushions, fabric, etc.) Students should record their results on paper at the time of the experiment. Once the experiments are finished, students will use MS Publisher to create a booklet outlining their findings. Students should be encouraged to use graphics, charts, special fonts and any other features that would make their booklet stand out.

Subject: Science and Technology

Strand: Structures and Mechanisms

Grade: One

Specific Expectations: Identify geometric shapes (e.g. square, triangle, circle) in ordinary structures.

Software: Sammy's Science House - Machine Shop

Lesson/Activity: Using the Machine Shop portion of the Sammy's Science House program, the student will observe a structure and attempt to build the same object with the shapes provided. Their objective is to make their object look the same as the one shown.

Subject: Science and Technology

Strand: Earth and Space Systems

Grade: One

Specific Expectations: Describe changes in the characteristics, behaviour and location of living things that occur in seasonal cycles (e.g. trees shed their leaves, birds migrate),

Software: Spreadsheet program - MS Works or Excel

Lesson/Activity: After discussing and researching some of the seasonal changes that take place among living things, focus a mini-lesson on hibernating. Have each student come up with as many animals as they can that hibernate in the winter. Tell students that once everyone has created a list on the computer, the class will create one list on chart paper. In order to organize everyone's list so students don't repeat animals that have already been suggested, have each student sort their list. Highlight the list words, select Data and Sort. A screen pops up giving the option of sorting by a specific column and as well in ascending or descending order. Once each student has an alphabetized list, the whole class can contribute to the class list. Suggest to students to put a check mark beside an animal on their list if someone else gives the answer.

Subject: Social Studies

Strand: Heritage and Citizenship

Grade: Four

Specific Expectations: Identify some of the significant events that occurred during medieval times;

Describe various roles of people in medieval society;

Describe the manor system;

Describe the influences of Christianity on medieval society;

Describe some design and construction methods of medieval buildings.

Software: Word processor, Internet

Lesson/Activity: Assign a research project to students addressing each of the above expectations. Students can used the Internet as well as other sources (also an expectation) to conduct their research. Again students can begin their search on ajkids.com. Before sending the students to the computer lab, the teacher should also investigate some medieval sights to recommend to students as appropriate sources. After the initial research stage, students should create all of their drafts on the word processor. Encourage students to use the spellcheck tool to check for spelling errors and the thesaurus to create interest. Encourage students to experiment with the font, bold type, underlining and Italics tools. Ensure that students have created appropriate margins in File, Page Set Up. Show students how to create a header or footer (to add page numbers or other relevant information) by selecting View, Header and Footer. All of these tools will help the student to produce a professional, final draft.

Subject: Social Studies

Strand: Canada and World Connections

Grade: Six

Specific Expectations: Analyse, classify and interpret information about various regions of the United States and at least one other trading partner from another region of the world.

Software: Internet, E-mail

Lesson/Activity: Have students select a State they would like to research. Once they have selected their state, have them search the Internet for the Travel and Tourism Department. Students can start at ajkids.com. Most states have their own website accessible by the name of the state and the '.com' suffix. It is advisable for the teacher to search these previous to giving the students permission to go to the site. Students should be looking for an e-mail address for the tourism department. Once the students have gotten that information, have them send e-mail to their State's Travel and Tourism Department, requesting information. It is advised that the teacher and class create a generic letter that all students will send to their selected state. Students can use the information for a research project or an oral presentation.

Subject: Arts

Strand: Music

Grade: Three

Specific Expectations: Create melodic contour "maps" that indicate the direction of pitches (higher, lower) in familiar songs

Software: Desktop publishing program, Corel Draw or Paintbrush

Lesson/Activity: Play a familiar piece of music. Have students "map" the song using the pencil tool on the publishing program. A slow, melodic tune may be mapped with gentle waves, while a fast and frenzied song may be shown as tight swirls. Alternating high and low pitches might be mapped as peaks and valleys in a fast song or rolling mountains in a slow song. Allow the students the opportunity to share their map with the class.

Subject: Arts

Strand: Visual Arts

Grade: Four

Specific Expectations: Produce two- and three- dimensional works of art (i.e. works involving media and techniques used in drawing, painting, sculpting and printmaking) that communicate thoughts feeling, and ideas for specific purposes and to specific audiences (e.g. create a poster for display in the school library to commemorate a personal literary hero).

Software: MS Publisher

Lesson/Activity: After reading a novel in Language Arts, have students write a review of the book and create a poster in MS Publisher advertising it. The poster should entice a person to read the novel. Encourage students to be creative, using whatever tools they think would best intrigue a potential reader.

Subject: Arts

Strand: Drama and Dance

Grade: Five

Specific Expectations: Create characters and portray their motives and decision through speech (e.g. vocabulary, volume) and movement (e.g. hand gestures, facial expressions, pace)

Software: Word processor, Wordperfect, Microsoft Word

Lesson/Activity: Students will brainstorm to create a character. They should envision their character to the smallest detail. Next students will create a monologue for their character. The monologue should be approximately 2-3 minutes. The monologue will be typed up on the word processor and will include all actions that the speaker will perform in character. For example, if the character is speaking with and accent that should be noted, if he talks slowly or quickly that should also be noted. Any actions such as pacing, stretching out of arms or stomping should be noted in the monologue precisely when the action will occur. For example a monologue might have something like " …and then (raising arm triumphantly) I shall have everything I have ever desired (lower arm and laugh sinisterly)." The students will perform the monologues in front of the class, after sufficient preparation time. The teacher will follow along with the student's print out of their monologue. This would be an excellent activity to videotape so the students can also assess their performance.

LESSON PLAN

STRAND: Healthy Living

SPECIFIC EXPECTATIONS: analyse personal eating habits in a variety of situations (e.g. at home, in school, in restaurants).

SOFTWARE: Word Processor, MS Works or Excel

ACTIVITIES: Have students track all foods that they have eaten for one day. On the word processor (I used Microsoft Word), have students arrange their data in a logical way (see next sheet for example.) At the bottom of the sheet have students create a table with 5 columns and two rows. (Select Table from top toolbar, then Insert Table. From the next screen enter the information for the number of columns and rows.) Have students label the columns with a food group. Student can then use this as a tally sheet to calculate the number of foods they had in each food group.

Next the students will open a spreadsheet - MS Works or Excel (I used Excel) and enter the information from the tally sheet on to the spreadsheet. Students will also need to add the Recommended Daily Servings from Health Canada to the spreadsheet. The student will then highlight the information and select the graph icon. From there, they can select a bar graph as the chart type and a double bar graph as the sub-type. Students can click on the Chart Options and then Titles to add labels, legends and titles. Word art can also be used by selecting the word art icon on the Drawing Toolbar.

MODIFICATIONS: To modify this activity for special needs students, the teacher may allow the student to do a single bar graph with their actual daily servings and a separate for the recommendations. The student may also use a line graph for better comprehension. Students may also be allowed to write in the labels, title and legend if required.

To modify this activity for an exceptional student the teacher could suggest providing information for more that one day and have the student decide on the best type of graph to use for that situation.

EXTENSIONS: This is a perfect opportunity for students to create goals for healthy living (a Grade 6 expectation for Active Participation.) Seeing what they are lacking in the current diet could provide them with an idea of a goal they could reach for. For example, mine might be to add 3 servings of Milk & Dairy to my diet.

EVALUATION: Will be done using a checklist to ensure that all information is incorporated.

Required Elements

Extra Elements