Grade 2:

  • Geometry and Spatial Sense

    • Overall Expectations:

      • compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties;

    • Specific Expectations:

      • distinguish between the attributes of an object that are geometric properties (e.g., number of sides, number of faces) and the attributes that are not geometric proper- ties (e.g., colour, size, texture), using a variety of tools (e.g., attribute blocks, geometric solids, connecting cubes);

    • Activity Idea:

      • Everything is made out of different types of shapes! How many shapes do you think you used to create your seahorse?

      • Draw one shape that you used to create your seahorse. Label it with its name and write down how many sides, and vertices (points) it has.

      • Then, choose 3 other shapes, label and write down the attributes. Once you have your 2D shapes, look around your house to see if you can find everyday objects that represent the 3D version of the shapes you have chosen.

      • Once you have found all of the 3D shapes, draw them on a piece of paper and write down their attributes.

        • How many faces does it have?

        • How many points?

        • How many edges?


Grade 4:

  • Understanding Life Systems - Habitats and Communities

    • Overall Expectations:

      • demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

    • Specific Expectations:

      • use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on fea- tures of their habitat to meet important needs (e.g., beavers use water for shelter [they build their lodges so the entrance is under water], food [cattails, water lilies, and other aquatic plants], and protection [they slap their tails on the water to warn of danger])

    • Activity Idea:

      • The artwork that you created is a great representation of a seahorse! We know that seahorses live in the ocean, but what is their habitat like?

      • Investigate the habitat of a seahorse, and determine features of their habitat that help them thrive.

      • Draw what you think their habitat would look like based on your research and label the important components.

Grade 5:

  • Writing

    • Overall Expectations:

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

    • Specific Expectations:

      • identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social issue for performance by the class; a formal letter to the teacher outlining their opinion on eliminating soft drinks from the school vending machine; an article explaining the water cycle and including a flow chart, for an online student encyclopedia)

    • Activity Idea:

      • Art comes in all different forms. The seahorse that you just created is one form of art, but writing poetry is another form.

      • Using your seahorse artwork as inspiration, write a poem. Share that poem with your family and then share the meaning behind it.



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