Grade 2:

  •  Understanding Life Systems - Growth and Changes in Animals

    • Overall Expectations:

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

    • Specific Expectations:

      • investigate the life cycle of a variety of animals (e.g., butterflies, frogs, chickens), using a variety of methods and resources (e.g., observation of live animals in the classroom and in the school- yard; books, videos/DVDs, CD-ROMs, and/or the Internet)

      • observe and compare changes in the appearance and activity of animals as they go through a complete life cycle (e.g., frog, butterfly)

    • Activity Idea:

      • Did you know that all animals have a life cycle? A butterfly, like the one you just created starts off as a caterpillar.

      • Investigate the life cycle of a butterfly and frog. Draw a picture to represent each stage of development, and write one sentence to describe each stage.

      • Share with your family the differences between the life cycle of a frog and butterfly.

Grade 3:

  • Writing

    • Overall Expectations:

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

      • generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask ques- tions to identify personal experiences, prior knowledge, and information needs and to guide searches for information; brainstorm and record ideas on the topic)

    • 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 outlin- ing 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:

      • The butterfly that you created is the character in your new story.

      • First, brainstorm the setting, plot, and other characters. Once you have come up with those, create and illustrate a short story.

      • Before presenting your story to your family, be sure to read it over and revise it. Remember to add capitals, periods, and commas where your story needs them!

Grade 4:

  •  Geometry and Spatial Sense

    • Overall Expectations:

      • Identify and describe the location of an object,using a grid map,and reflect two-dimensional shapes.

    • Specific Expectations:

      • draw the lines of symmetry of two- dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);

    • Activity Idea:

      • Many butterflies have symmetrical wings - that means they are mirror images. Is the butterfly that you created symmetrical?

      • On a butterfly the line of symmetry would be a vertical line through the center of the body. Draw 7 different shapes of your choice and draw the line of symmetry in each.

      • Once you have completed the shapes, your challenge is to draw a symmetrical picture. To begin, draw a line in the center of your page. That will act as your line of symmetry. You can draw whatever you would like, but your goal is to make it symmetrical.

MOBILE ART SCHOOL

& SOCIAL ENTERPRISE

Office Number: 226 647 2777
Head Office address:
44 Gaukel St. Kitchener, ON N2G 4P3
Email: manager@artshine.ca

©2020 Artshine Inc.  Design by Awesome Art by CHOOLEE