Mon Ami Lapino Activities | Artshine

ENGLISH (PLEASE SCROLL DOWN FOR FRENCH)

Grade 1:

  •  Patterning and Algebra

    • Overall Expectations:

      • Identify,describe,extend,and create repeating patterns;

    • Specific Expectations:

      • Identify,describe,and extend,through investigation, geometric repeating patterns involving one attribute (e.g., colour, size, shape, thickness, orientation);

    • Activity Idea:

      • While demonstrating how to make the 3D bunny mask, the instructor created a pattern using a variety of colours. Did you create a pattern on your mask?

      • Choose three colours and on a piece of paper create the following patterns: ABBABBA, ABCCABCC, and ABAABAAAB. Extend each pattern for 6 rounds.

Grade 2:

  • Understanding Life Systems - Growth and Changes in Animals

    • Overall Expectations:

      • investigate similarities and differences in the characteristics of various animals;

    • Specific Expectations:

      • observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources (e.g., observation of live animals in the schoolyard; books, videos/DVDs, CD-ROMs, and/or Internet sources that depict animals in a positive light)

    • Activity Idea:

      • Now that you have a rabbit mask, you can use it to play pretend. But before you pretend to be a rabbit you need to investigate to learn more about them. See if you can figure out where they live, what they like to eat, and how they get around.

      • You are ready to be a rabbit! But what if you could be any animal? Which animal would you choose? Investigate your chosen animal and compare them to the rabbit. What makes them similar and what makes them different?

Grade : 6

  • 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 audi- ence for a variety of writing forms (e.g., an original poem, with an invented structure or based on a model such as a haiku, about a topic of personal interest, to share with the class; a persuasive letter asking the school principal to look at a specific issue from a new point of view; a description of the pro- cedure for constructing a three-dimensional model, to share with Grade 3 students; a script on a topic of current interest for a mock television broadcast for a general audience)

    • Activity Idea:

      • After creating your rabbit mask, do you think it would be fun to have a pet rabbit?

      • Research what it is like to have a pet rabbit and decide if you think it would be a good or bad pet to have.

      • Once you have done your research and decided whether or not you think a rabbit would make a great pet, write a letter to your parents convincing them why you either should get a rabbit or why you should not.

      • Provide support for your argument/ persuasive writing using your research.

​FRENCH 

1re année :

  • Modélisation et algèbre

    • Attente :

      • identifier des suites non numériques à motif répété en utilisant un attribut.

    • Contenu d’apprentissage :

      • identifier, prolonger et créer une suite non numérique à motif répété en utilisant un attribut, à l’aide de matériel concret, illustré ou d’un logiciel (p. ex., blocs logiques, tampons encreurs).

    • Suggestion d’activité :

      • Pendant que l’instructrice vous montrait comment faire le masque de lapin en trois dimensions, elle a créé un motif répété en utilisant une variété de couleurs. Avez-vous créé un motif répété sur votre masque ?

      • Choisissez trois couleurs. Ensuite, sur une feuille de papier, créez les motifs suivants : ABBABBA, ABCCABCC et ABAABAAAB. Prolongez chaque motif en le répétant 6 fois.

2e année :

  • Systèmes vivants – Les animaux : croissance et changements

    • Attente :

      • explorer les similarités et les différences des caractéristiques d’une variété d’animaux.

    • Contenu d’apprentissage :

      • comparer les caractéristiques physiques (p. ex., fourrure ou plumage; deux pattes ou pas de pattes) et comportementales (p. ex., proie ou prédateur) d’une variété d’animaux en se posant des questions et en utilisant des ressources variées (p. ex., animaux vivants, livres, DVD, vidéos, cédéroms, Internet).

    • Suggestion d’activité :

      • Maintenant que vous avez un masque de lapin, vous pouvez faire semblant que vous en êtes un. Mais avant de faire cela, vous devez apprendre davantage d’informations à leur sujet. Essayez de déterminer où vivent les lapins, ce qu’ils aiment manger et comment ils se déplacent.

      • Vous êtes maintenant prêts à faire semblant d’être des lapins ! Et si vous pouviez être n’importe quel animal. Quel animal aimeriez-vous être ? Faites une recherche sur l’animal que vous avez choisi et comparez les informations à celles que vous avez trouvées un peu plus tôt à propos des lapins. Quelles sont les similarités et les différences que tu as trouvées entre ces deux animaux ?

 6e année :

  • Écriture

    • Attente :        

      • produire à la main et à l’ordinateur, des textes variés présentant les caractéristiques des formes de discours et des genres de textes à l’étude.

    • Contenu d’apprentissage :

      • déterminer, seul ou en groupe, le sujet, les destinataires, l’intention d’écriture et le genre de texte à produire, dans diverses situations d’écriture (p. ex., partagée, guidée, autonome).

    • Suggestion d’activité :

      • Maintenant que vous avez créé votre masque de lapin, pensez-vous qu’il serait amusant d’avoir un lapin en tant qu’animal de compagnie ?

      • Faites une recherche sur comment ce serait d’avoir un lapin comme animal de compagnie et décidez ensuite si cela serait une bonne ou une mauvaise idée d’en avoir un.

      • Une fois que vous aurez terminé votre recherche et décidé si un lapin serait un bon animal de compagnie ou non, écrivez une lettre à vos parents pour les convaincre soit de vous procurer un lapin ou soit de ne pas vous en procurer un.

      • Utilisez les informations que vous avez trouvées pendant votre recherche pour appuyer vos arguments.

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