Grade 1:

  • Geometry and Spatial Sense

    • Specific Expectation:

      •   compose patterns, pictures, and designs, using common two-dimensional shapes (Sample problem: Create a picture of a flower using pattern blocks.)

    •  Activity Idea:

      • To draw Bella the Pony you had to use many different lines and shapes. Write down two shapes that you used.

      • Look around the house to see if you can find objects that match those shapes and write down which objects match.

      • Next, on a piece of paper draw 5 different shapes of your choice.

      • Then create a picture from the shapes and write two sentences explaining what you created.

  • Understanding Life Systems Needs and Characteristics of Living Things

    • Overall Expectation

      • investigate needs and characteristics of plants and animals, including humans;

    • Specific Expectation:

      •  2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources (e.g., prior knowledge and personal experience)

    • Activity Idea:

      • Take a look at your picture of Bella the Pony. What is in her environment to help her stay healthy?

        • If Bella the Pony could leap off the page, what else would she need in her environment to help her stay safe and healthy? Use your device to investigate.

        • Guiding Questions:

          • What do horses eat?

          • How do horses sleep?

          • What is something that you wonder about horses?

Grade 3:

  • Writing

    • Overall Expectation:

      • generate, gather, and organize ideas and information to write for an intended purpose and audience;

    • Specific Expectation:

      • 2.1 write short texts using a variety of forms (e.g., a personal or factual recount of events or experiences that includes photographs or drawings and captions; a report comparing transportation in urban and rural communities; a paragraph explaining how physical geography and natural resources affected the development of early settler communities; a letter from the point of view of a settler, describing how First Nations people have taught the settlers to adapt to their new environment; a familiar story told from a new perspective; a patterned poem using rhyme or repetition)

      • 2.4 vary sentence structures and maintain continuity by using joining words (e.g., and, or) to combine simple sentences and using words that indicate time and sequence to link sentences (e.g., first, then, next, before, finally, later)

    • Activity Idea:

      • Many stories include illustrations, just like the one you made when you drew Bella the Pony. If you were to write a story based on your picture, what other characters would you include? Where would it take place? Would Bella be the main character?

      • Think about those questions and create a short story all about Bella.

Grade 4:

  • Overall Expectation:

    • 2. investigate the interdependence of plants and animals within specific habitats and communities;

  •  Specific Expectations:

    • 3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)

    •  3.6 identify animals that are carnivores, herbivores, or omnivores

  •  Activity Idea:

    •  Investigate why horses are important to the environment and determine what their role is in the food chain. Next, find an animal that fits in the following three categories and explain why: Herbivore, carnivore, and omnivore.



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