Portrait of Me - Queen's University Library · Portrait of Me Using Data to Understand Myself Length of Unit: approximately: 14.7 hours An Integrated Unit for Grade 1 Written using

My Collection: Displaying Data on Simple GridsMy Journal: Communicating Understanding

My Favourites: Collecting Information My Graphs: Displaying and Interpreting Information

My Portraits: Summarizing InformationMy Survey: Showing My Place in the Classroom

Including:

July 2001

Written by:

Anita Ricker, Janet Rubas

Portrait of MeUsing Data to Understand Myself

Length of Unit: approximately: 14.7 hours

An Integrated Unit for Grade 1

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Jul 23, 2001 at 12:19:52 AM

Portrait of MeUsing Data to Understand Myself An Integrated Unit for Grade 1

Anita Ricker, Janet Rubas

Anita Ricker, Janet Rubas (Lead Writer)

Math Unit Writing Project(519)756-6301

Grand Erie District School Board

Math Unit Writing Project(519)756-6301

Grand Erie District School Board

[email protected]

[email protected]

Based on a unit by:

An Integrated Unit for Grade 1Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


Portrait of Me Page 1

Using Data to Understand Myself An Integrated Unit for Grade 1

Task ContextPeople of all ages are confronted with data through the media in their everyday lives. It is important forstudents to develop the ability to understand and interpret data for themselves. Through analysis, studentsbecome more critical users of the information they encounter on a daily basis.

Students in grade 1 must begin to develop these skills using concrete materials within familiar, interesting,real-life situations that allow them to collect, organize, compare, discuss, and interpret personally meaningfuldata.

Task SummaryThis unit focuses on developing the skills and knowledge in the Data Management and Probability strand .

Students are presented with the culminating task of conducting a survey and organizing data to show theirown individuality while demonstrating how they "fit" in the classroom community. Students have theopportunity to work through learning centres where they can express their opinions on familiar questionsusing visual arts topics such as, "What is your favourite primary colour?" "Which is your favourite art printfrom these choices?" "Who is your favourite illustrator?" Each activity demonstrates a different method forthe collection of data. After the data is collected, students are introduced to varied methods for graphing thecollected information. Students complete self-portraits to show how they are unique, yet still members of theclassroom community.

Using the skills developed through their work in the unit, students are challenged to survey class members ona topic of personal choice and to organize their findings in a visual presentation that demonstrates theirmembership within the classroom community.

Culminating Task AssessmentStudents conduct a class survey on a question of personal interest. Students make the survey, choose themanner of collecting information, and organize their findings in a visual presentation to demonstrate not onlytheir own uniqueness but also their membership within the classroom community.

Students reflect on their understanding of the interpretation of the data in their math journals.

Links to Prior KnowledgePrior to beginning this unit, students need to be able to:- recognize whole numbers- display and interpret data using simple grids- compare information on objects using two categories (rough/smooth)

Considerations

Notes to TeacherThis unit is organized with various learning centres to introduce and teach concepts of data management. Tocut down on the time this unit requires, teachers may choose to do fewer centres which will lead to fewergraphs and fewer portraits.

Unit Overview

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Subtask List Page 1List of Subtasks

My Collection: Displaying Data on Simple GridsStudents complete a simple grid, sorting concrete objects from a collection using two categories suchas, big and small, rough and smooth, round and square, long and short.

1

My Journal: Communicating UnderstandingStudents communicate understanding of data management and organization in a math journal.

Data is collected on the number of people living in the students' homes and a simple graph is generated.Through teacher modelling, students are guided through the completion of a math journal page. As awhole class, students name the activity, are challenged to explain what they learned in the activityabout themselves and their classmates, using pictures, symbols, words, and numbers. They will alsopose questions about what the data might suggest and connect to how the activity will help them in theculminating task.

Students will continue to use this process to communicate in the journal throughout the unit.

2

My Favourites: Collecting Information Students complete simple activities rotating through various centres contributing data about themselvesto the collection scheme. Each centre will demonstrate a different method of data collection, e.g.,students add a specific coloured cube to a jar, children fill out a card and place in a pocket, etc.

Students continue to communicate their understanding in the math journal.

Centres include:My Favourite Primary ColourEach student creates a collage showing the many light and dark values of the primary colours (red,blue, yellow). Students place a coloured cube into a glass jar to indicate their favourite primary colourchoice.My Favourite Art PrintStudents select their favourite piece of art from a "gallery" display of four different prints. Acting as anart critic, students express what they particularly liked about their selected favourite. These views arerecorded on a first-place paper ribbon which is then used to tally the data about class favourites.My Favourite IllustratorStudents view and explore the techniques and materials used by Eric Carle and Barbara Reid.Students choose their favourite illustrator representing their choice with a ball of crumpled tissue paperor a piece of modelling clay. These are placed on a visual organizer used to collect class data.My Favourite Drawing ToolStudents are presented with pencils, markers, crayons, and oil pastels. They explore each of thedrawing tools, using them together to create a picture. They then choose the tool they enjoyed usingmost, placing one sample of that tool in a labelled tin can. The four cans are used to collect the datashowing class favourites.My Favourite Building BlocksStudents explore and play with pattern blocks, wooden blocks, and connecting blocks. Following anopportunity to create two dimensional designs and three dimensional structures students choose theirfavourite of the three collections of blocks. Individual choices are made by placing their choice of blockinto a "toy box." The "toy box" is used to collect the data.

3

My Graphs: Displaying and Interpreting Information Students graph information collected in the My Favourites Centres. Students will be introduced tovarious types of graphs and each set of data will be displayed in a different way.


4

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Subtask List Page 2List of Subtasks

My Portraits: Summarizing InformationStudents highlight their personal choices on their completed graphs from subtask 4. Studentssummarize information about themselves and what the information shows about their place in theclassroom community. Students show their favourites in portraits.


5

My Survey: Showing My Place in the Classroom Students conduct a class survey on a question of personal interest. Students make the survey,choose the manner of collecting information, and organize their findings in a visual presentation todemonstrate not only their own uniqueness but also their membership within the classroom community.


6

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Portrait of Me Subtask 1My Collection: Displaying Data on Simple Grids

Using Data to Understand Myself An Integrated Unit for Grade 1 mins120

ExpectationsKm5 A • collect, display, and interpret data in daily

activities;Km1 A • demonstrate understanding of sets and whole

numbers;Km25 A – compare information on objects, using two

categories (e.g., rough, smooth);

DescriptionStudents complete a simple grid, sorting concrete objects from a collection using two categories such as, bigand small, rough and smooth, round and square, long and short.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesAdvance OrganizerClassifyingLearning Centres

AssessmentTeacher uses the observation checklist(see blackline master, Checklist -Subtask 1) to record observations ofchildren as they work at the sortingcentres. Teachers can also recordcomments on an anecdotal checklist.

Teachers should share the CulminatingTask Rubric (My Survey - Rubric includedin Subtask 6) with the students. Althoughthe rubric as a whole will be applied to thefinal task, helping the students understandhow they will be assessed in the final taskin 'student-friendly' language can be usefulduring the subtask where the skills andknowledge are being built:- Problem solving (making decisions aboutdata collection and organization) is a focusin Subtasks 3, 4, and 5.- Understanding of concepts (collectingand recording data) is a focus in Subtasks3 and 4.- Application of procedures (collecting anddiscussing of data) is a focus in Subtasks4 and 5.- Communication (describing anddiscussing) is the focus in Subtask 5 andalso in the math journal.

Assessment StrategiesConference

Assessment Recording DevicesChecklistAnecdotal Record

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Teaching / LearningIntroduction to the Culminating TaskRead the enlarged Culminating Task description with the students (see Resources, Portrait of Me) so that itcan be read by the group either from an overhead or rewritten on a chart. Teachers may also want studentsto have a personal copy at this point. As description is read, circle or underline important words thatdescribe what students will need to do in the final task (decide what you want to know, design a survey,collect information, share information).

After reading, ask students to retell what they think they will have to do for the final task. With the students'help, write a short list on a chart of what they will need to do in the final task trying to use the words thestudents suggest, such as:For the final task, I will1. think about what I want to know about the class.2. design a survey. (Think of a question.)3. collect information.4. share the information in a presentation.

Leave this chart posted throughout the unit work and refer to it to help children make connections to the finaltask. As each part of the final task is listed, ask students to suggest what they think each means andelaborate for the students. For example, "In this unit, designing a survey means that you will choose aquestion that you will ask of your classmates." Also share with students that before they have to work ontheir own, they will have lots of practice in collecting, organizing, and discussing information through theactivities we will do through the unit. Each day when they work on something, however, they should bethinking about how what they are doing will 'connect' to what they need to do in the final task.

EXPLORATION (2 x 30 min)In small groups, the children rotate through centres sorting and resorting collections of materials.

Shared ReadingIntroduce the lesson using a book which addresses the concept of sorting. A good selection is GrayRabbit's Odd One Out by Alan Baker.

Before the shared reading session, guide the students in a discussion about the purposes of sorting.Show the cover of the book, introducing it. "Today I'm going to read a story about a rabbit who is busysorting. Look at the picture on the cover. What might Gray Rabbit be sorting? Why do you think he needs tosort his toys? How might Gray Rabbit put his toys into groups of the same? Discuss the many possibilities;same colours (red/yellow), same kinds of toys (books/balls), same material (wooden blocks/plastic blocks),etc. Let's read to find out why Gray Rabbit needs to sort his toys and how he does it."

Following the reading, engage the students in a further discussion about sorting. Why is important that thingsare sorted? When do you sort? Do you see your family sorting things? What do they sort?

CentresReview established centre routines with the students prior to exploration. Introduce the centres to thechildren. Assign them the task of sorting the concrete materials at each centre.

The following collections of materials are suggested:1. Buttons- various colours; sizes; shapes; materials (plastic, metal, wood); number of holes (one, two , or four holes)2. Plastic Lids- various colours, shapes, and sizes




3. Pebbles and Stones4. Sticks- twigs, popsicle sticks, tongue depressors, toothpicks, pencils, stir sticks, straws cut to various lengths, etc.5. Blocks- plastic, wooden, pattern blocks, etc.

Have students rotate through the centres in small groups, sorting and resorting the collections. The studentsdemonstrate their ability to group objects and to name a sorting rule. Encourage them to use math languagewhen looking at their completed sets. Have the students count the number of items in each set demonstratingone-to-one correspondence. Have them use the words more, less, and equal.

The following questions may be asked to guide their exploration:- How are these the same? How are they different?- Which things belong together? Why?- Where will you put this?- Does this belong here, too?- What is your sorting rule?- Look at this set. Is there anything that doesn't belong?- What could you name this set?- Could you sort this collection another way?- How many are in this set?- Which set has more?- Which set has less?- Are there sets with an equal number?

LABELLING (2 x 30 min.)In small groups the children rotate through all the centres again, this time using task cards to guide theirsorting. Each centre is set up with titled organizers including picture cues. Students will demonstrate theirability to compare information on objects, using two categories such as big-small, round-square, long-short,rough-smooth, etc. and to use simple organizers correctly (see blackline masters for organizers).

Shared ReadingBefore students begin work at the centres, read another book which addresses sorting things according toa particular attribute. A good selection is Buttons, Buttons by Rozanne Lanzack Williams. Have displayed acollection of colourful buttons in a clear container. Again, introduce the book, showing the cover. Tell thestudents, "This is a book about sorting buttons. How do you think a collection of buttons could be sorted?Can we sort the same collection another way? How?" Generate a list of ideas on chart paper. Rememberto add a visual cue (e.g., draw a big button and a small button by the words) for those students who needit. Read the book. Did the class discover a new way to sort buttons?

CentresIntroduce the centres to the children. Review established centre routines if you need to. Assign them thetask of sorting the concrete materials at each centre, this time using task cards. Share the task cards withthe students. Point out that each card has a title (the name of the collection) and that each set has a label(e.g., BUTTONS - big/small). Point out where things that are the same should be put to create a set.

As you interact with the students at the centres, make note of relevant observations and assess students'understanding using an anecdotal checklist.Ask questions to determine their understanding:- What are you sorting?- What is the name of this set?




Resources

- What about this one?- How many things are in this set? (Assess one-to-one correspondence when counting.)- Can you print that number? (Make note of formation, reversals, etc.)- Which set has the most? ...the least?- Are there sets that have an equal number?

AdaptationsFor the student(s) who is unable to follow a single sorting rule, (e.g., s/he starts to sort by size, then changes tocolour), name one criteria that the child has used (e.g., size), and ask guiding questions so that s/he sorts all ofthe objects using that criteria. For example, "Does this green button belong in the small or big set?"

For the student who persists with sorting materials using a single criteria such as colour, the teacher should modeland verbalize sorting decisions for the child, then ask the student to place the next item and tell why. The teacherand student repeat the activity together, resorting using a different criteria.

For the student who creates sets with members which do not belong, have the child play a game called WHICHONE DOESN'T BELONG? Three objects that are alike in some way and one that is different are placed on adisplay area. The student is asked, "Which one doesn't belong?" Discuss why the item is not a member of theset.

1.1 Buttons Sorting Card 1 SortButtons1.cwk




1.5 Blocks Sorting Card 1 SortBlocks1.cwk

1.6 Blocks Sorting Card 2 SortBlocks2.cwk

1.7 Stones Sorting Card 1 SortStones1.cwk

1.8 Stones Sorting Card 2 SortStones2.cwk

1.9 Sticks Sorting Card 1 SortingSticks1.cwk

1.10 Lids Sorting Card 1 SortingPlasticLids.cwk

Unit - Portrait of Me portrait.cwk

11.1 Checklist - Subtask 1 Checklist - Subtask 2.cwk

Gray Rabbit's Odd One Out Alan Baker

Buttons, Buttons Rozanne Lanzak Williams




Button Collection many

Plastic Lid Collection many

Pebbles and Stones Collection many

Sticks Collection many

Blocks Collection many of each type

chart paper

Conference




Notes to TeacherTeachers should begin a Portrait of Me - Words chart for this unit which will assist students in thewriting of journal entries. Post the chart for students to use as a reference. Add necessary words to thechart after lessons and activities. Review the word lists frequently during the unit. Suggestions for wordsto add to the chart are included in each subtask's notes.

Suggested words from subtask 1 for Portrait of Me - Words chart:sort, group, set, more, less, equal, same, different, design, collect, share, information

Some other good books which address the concept of sorting are:

Harcourt, Lalie & Wortzman, Ricki. Looking at Shoes. Addison Wesley, 2000, ISBN 0130197556

Hoban, Tana. Is It Red? Is It Yellow? Is It Blue? Greenwillow Books, 1978 (October 1978)ISBN 0688801714

Hoban, Tana. Of Colours and Things. (April 1989), Greenwillow, ISBN 0688075355

Morris, Ann. Tools. Lothrop, Lee and Shepard, 1989, (September 1992), ISBN 0688101704

Morris, Ann. On the Go. Lothrop, Lee and Shepard, 1990, (October 1990), ISBN 0688063365

Morris, Ann. Hats Hats Hats. Lothrop, Lee and Shepard, 1989, (May 1989), ISBN 0688063381

Morris, Ann. Loving. Harper Collins, 1990, (October 1990), ISBN 0688063403

Pellegrini, Nina. Families Are Different. Holiday House Inc., 1991, (October 1990), ISBN 0823408876

Roy, Ron. Whose Hat Is That? Clarion Books, 1987, (October 1990), Houghton Mifflin Co (Juv),ISBN 0395547784

Reid, Margarette S. The Button Box. Dutton Children's Books, 1990, (May 1995), Puffin, ISBN 0140554955

Winthrop, Elizabeth. Shoes. Harper Collins Canada, 1986, (January 1996), Harpercollins Juvenile Books,ISBN 0064431711

Teacher Reflections


Portrait of Me Subtask 2My Journal: Communicating Understanding


Expectations1m36 A – describe their thinking as they solve problems.1m104 – read and discuss data from graphs made with

concrete materials and express understanding in avariety of informal ways (e.g., tell a story, draw apicture);

1m93 A • interpret displays of data using concrete materials,and discuss the data;

1m96 A – pose questions about data gathered (e.g., whyare so many students wearing running shoes?);

1e1 • communicate ideas (thoughts, feelings,experiences) for specific purposes (e.g.,write a letterto a friend describing a new pet);

1e4 • produce short pieces of writing using simple forms(e.g., stories, descriptions, lists of information);

DescriptionStudents communicate understanding of data management and organization in a math journal.

Data is collected on the number of people living in the students' homes and a simple graph is generated.Through teacher modelling, students are guided through the completion of a math journal page. As a wholeclass, students name the activity, are challenged to explain what they learned in the activity about themselvesand their classmates, using pictures, symbols, words, and numbers. They will also pose questions about whatthe data might suggest and connect to how the activity will help them in the culminating task.

Students will continue to use this process to communicate in the journal throughout the unit.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesLearning Log/ JournalGuided Writing

AssessmentA regular, manageable schedule formeeting with students to discuss theirjournals should be maintained. As muchas possible, teachers should use routinesthat are already established for theclassroom.

The Math Journal Tracking Sheet isprovided as a blackline master in theResources. The tracking sheet outlinesthe observations that need to be trackedover the course of the unit. The criteriathat should be applied are described in theMathematics Journal Rubric included inthe Resources. The criteria from therubric is reflected on the Journal TrackingSheet.

As the journal is introduced, share withstudents the criteria that will be applied asthe journal is tracked and students meetwith the teacher in conference. Studentswill be asked to explain their work in theunit. The journal will help them clarify theirthinking.

As the unit progresses, use studentexamples of good journal entries to sharewith the class. Good journal entries willshow extensive explanations using




words, symbols, and pictures that clearlydepict the data with which the childworked. These examples will also useterminology that is appropriate. Thisjournal example would also show that thechild poses questions and can link whathappened in the activity to the final taskthey will be doing.

Assessment StrategiesObservationConference

Assessment Recording DevicesRubricAnecdotal RecordChecklist

Teaching / LearningMath JournalIn order to ensure that students know how to complete the math journal, teachers must model what will berequired of students.

Tell students that the journal will be the place where they not only will describe what they did in activities andexplain what they learned about themselves and their classmates but also where they can ask questionsabout what they are learning and connect what they are learning to how they will complete the culminatingtask. To make sure they know exactly what is expected, tell the students that the class will be doing anactivity and modelling on chart paper about how the journal will be used. The charts will be posted so thatstudents can look at an example any time they need to in order to remind themselves of how to complete thejournal entries. In addition, explain that when the students do good journal entries, some will be shared withthe class so that others can see more examples of what the journal should look like.

Gathering Data ActivityDiscuss with the class all of the different places where children can live. Some could live in houses, some inapartments, some in trailers, some might even live on boats. No matter what kind of structure we live in,"home" is what we call the place where we live with the people who take care of us. Discuss that in somehomes children could live with one or both of their parents, their guardians, their brothers and sisters, theirgrandparents, other relatives, and family friends. Ask students to share who else might live in a home withthem.

Give students a piece of paper and ask them to draw a simple picture of all of the people who live together intheir homes. Remind students that they should include themselves.

When drawings are complete, ask students to share the drawings with the class. As students share,compile data on a graph reproduced on chart paper (see graph example in blackline masters). Havestudents print their names on cards that will fit on the graph. When each student finishes sharing his/herpicture, have the student count the number in the home and paste his/her name in the appropriate column onthe bar graph.

After all have added their names to the graph, discuss the data presented in the graph. Help studentsgenerate statements about the class, such as:




"There are more students in our class with four people living in their homes (than any other number).""Only one person has eight people living in his/her home."

Ask students to think of one statement about themselves based on what they see in the data collected, suchas:"I have three people living in my home. There are two other students in this class with three people living intheir homes (than any other number)."

Allow students to orally share some of the statements they have developed about themselves based on thedata collected.

Finally, ask students if they have any questions based on what they see on the graph. Questions could startwith statements like:"I wonder why....?" or "Why aren't there...?" or "I wish I knew why...?"Give students a chance to share their questions about the data presented on the chart.

Guided Writing in Learning LogOn chart paper, post the four signs that are the prompts in the learning log, i.e., Name, Explain, Wonder,and Link (see signs in Resources).

Begin the chart with the date. Today is Monday, February 12, 2002.Share with students that when they see the symbol and word for Name, they must name the activity thatthey did that day. Sometimes the teacher will write the name on the chalkboard. Sometimes they will copythe name from the activity centre. And sometimes they will need to write the name themselves using thewords and letter sounds that they know. (Communication)

Ask, "What could we name the activity we just did together?" Choose a response such as Number inHome and write in the Name section on the chart.

Share with students that when they see the symbol and word for Explain, they must explain what they didand learned that day trying to use numbers, pictures, and/or words. Tell students that this is a very importantpart of the journal because it shows how they are thinking about what they are doing. Sometimes this willshow how they worked to solve problems. This also will show if they are understanding what they aredoing. The more information they can put down, the better the teacher will know if they need more help or ifthe class needs to do more work on a topic. (Communication)

Ask, "How might we explain the activity we just did together?" Write example responses on the chart next tothe Explain symbol. Some responses might be:- I drew a picture of the people in my home.- We put our names on the chart.- I put my name in the column for four people.- We talked about the chart.- Lots of students have four people in their homes.

Ask students what pictures they might draw to show what they did today. Students may suggest:- drawing part of the chart- doing a small picture of the people who live in their homes

Share with students that when they see the symbol and word for Wonder, they need to ask questions orthink about what made them wonder in the activity they did. Here is a chance to ask questions or makestatements about what they found surprising or talk about what else they want to learn. (Problem solving)




Resources

Ask, "What questions or surprises do you have about the activity we did today?" Write example responseson the chart next to the Wonder symbol. Some responses might be:- I wonder what it is like to live in a home with eight people.- I wish I had more brothers and sisters.- I wonder why there are so many homes with four people.

Finally, share with the students that when they see the symbol and word for Link, they need to think abouthow what they are doing will help them in the completion of the survey at the end of the unit. Here is thechance to think about what they are learning in order to prepare them to do the survey on their own.(Application)

Ask, "How will what we did today help you when you have to do a survey on your own?" Write exampleresponses on the chart next to the Link symbol. Some responses might be:- We did a graph. I might do a graph after my survey like this one.

The last section of the journal asks students to reflect on how they did in their work. Students can colour thesymbol that matches how they felt about the work they did. Students will choose from 'super,' 'okay,' and'could be better.' Remind students that during the conference when they meet with the teacher, they willneed to talk about their evaluation.

Tell students that they can use pictures rather than words in the journal whenever needed. Remind studentsthat since they will be meeting with the teacher to talk about the work they are doing, they should try to makethe writing and pictures they do in the journal as clear as possible so that they can remember what theywere trying to communicate about the activity. Remind students that the teacher will be looking for how wellthey can explain what they are learning in their own words, how well they are showing how what they arelearning about data and probability connects to their own lives, whether they can use some of the newwords in their journals, if they are asking questions about the data, and what they are learning, and how itwill be used in the final activity.

Give each child a math journal (see blackline masters for Math Journal Cover and Math Journal Page).Remind students that it is their responsibility to complete the journal after activities, keep the journal in a safeplace, and hand in the journal when required.

AdaptationsTeachers must be aware that mathematics journals will be a new experience for many of the students. Modellingthe initial completion of a journal page is necessary to inform students of what will be assessed through thejournal. Additional modelling using activities completed in the unit is recommended if it is deemed necessary forthe whole class. Teachers may find that some students are having more difficulty in completing journal entries.Meeting individually and with small groups to provide more modelling experience is recommended.

Some students may require alternative ways of recording their thoughts, other than writing. Teachers may want tohave a tape recorder available for taped responses. The teacher, a volunteer, or student helpers can also beavailable to scribe for students who might require this assistance.

Mathematics Journal

2.1 Math Journal Cover Journal cover.cwk




2.7 Explain in Numbers, Words, PicturesSign

NWP sign.cwk

2.8 Wonder Sign Wonder sign.cwk

2.2 Math Journal Page journal page.cwk

2.6 Name Sign Name sign.cwk

2.10 Number in Home Bar Graph Number in Home Graph.cwk

2.11 Number in Home Graph Example Number in Home Graph Ex.cwk

2.3 Math Journal Example journal example.cwk

2.4 Math Journal Tracking Sheet Tracking Math Journal 1.cwk

2.9 Link Sign Link sign.cwk

chart paper 2

paper for pictures 1

cards or small paper 1




Notes to TeacherTeachers may wish to use a different journal format than the one suggested. Using what is familiar to thestudents is always recommended. Teachers may choose to use a notebook rather than to run off journalpages on paper. Teachers must make decisions for what the students will use based on thecircumstances of the school and the classroom. Modelling of journal entries and posting journal example forstudents to follow, however, is absolutely necessary no matter what format is used.

In addition to direct observation of the children, the learning log or math journal will provide a way forstudents to explain their thinking. Conferencing and tracking student responses will provide muchassessment evidence. As students talk about what they learned, teachers will write anecdotal commentson the tracking sheet. Please note that assessment annotations about the children's entries in the journalshould be written during a conference when the student can explain and discuss the entries orally with theteacher.

Teachers are reminded to organize a schedule for meeting with students on a regular basis to review andtrack their responses and oral explanations. Using the routines that are already established isrecommended. One example of a schedule that works is to divide the class into equal groups dependingupon the number of days with which one is working, e.g., five days in a week, six days in a cycle. Assigneach group to a day. Write the names of students in each group on a separate card. Each day, post thecard of the group with students who are required to hand in the journal that day.

The teacher may want to share some of the journal entries that students have completed with the rest ofthe class. Before doing so, tell the student whose entry will be shared, why it is a good example for othersto see, and ask permission. Make a copy on an overhead so all students can see the example. Askstudents to explain why this is an example of a good entry.

Suggested words from subtask 2 for Portrait of Me - Words chart:data, collect, graph, survey

Teacher Reflections


Portrait of Me Subtask 3My Favourites: Collecting Information


Expectations1e42 • ask questions about their immediate environment

and offer personal opinions;1e45 • apply some of the basic rules of participating in a

conversation and working with others;1m92 A • collect, organize, and describe data using

concrete materials and drawings;1m97 A – compare, sort, and classify concrete objects

according to a specific attribute (e.g., colour, size);1m100 A – collect first-hand data by counting objects,

conducting surveys, measuring, and performingsimple experiments;

1a25 • produce two- and three-dimensional works of artthat communicate ideas (thoughts, feelings,experiences) for specific purposes;

1a29 – recognize and name the primary colours ofpigment (red, blue, yellow);

1a30 – identify the value of a colour (i.e., distinguishbetween lighter and darker tones of a colour);

1a31 – describe different kinds of lines (e.g., jagged,broken, straight, curved);

1a36 – identify a variety of art tools, materials, andtechniques, and demonstrate understanding of their

DescriptionStudents complete simple activities rotating through various centres contributing data about themselves tothe collection scheme. Each centre will demonstrate a different method of data collection, e.g., studentsadd a specific coloured cube to a jar, children fill out a card and place in a pocket, etc.


Centres include:My Favourite Primary ColourEach student creates a collage showing the many light and dark values of the primary colours (red, blue,yellow). Students place a coloured cube into a glass jar to indicate their favourite primary colour choice.My Favourite Art PrintStudents select their favourite piece of art from a "gallery" display of four different prints. Acting as anart critic, students express what they particularly liked about their selected favourite. These views arerecorded on a first-place paper ribbon which is then used to tally the data about class favourites.My Favourite IllustratorStudents view and explore the techniques and materials used by Eric Carle and Barbara Reid. Studentschoose their favourite illustrator representing their choice with a ball of crumpled tissue paper or a pieceof modelling clay. These are placed on a visual organizer used to collect class data.My Favourite Drawing ToolStudents are presented with pencils, markers, crayons, and oil pastels. They explore each of thedrawing tools, using them together to create a picture. They then choose the tool they enjoyed usingmost, placing one sample of that tool in a labelled tin can. The four cans are used to collect the datashowing class favourites.My Favourite Building BlocksStudents explore and play with pattern blocks, wooden blocks, and connecting blocks. Following anopportunity to create two dimensional designs and three dimensional structures students choose theirfavourite of the three collections of blocks. Individual choices are made by placing their choice of blockinto a "toy box." The "toy box" is used to collect the data.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesWorking With ManipulativesAdvance OrganizerDemonstration

AssessmentTeachers use a simple checklist made from aclass list to indicate student completion oftask. Additional observations can be notedon the anecdotal record sheet included inthe blackline masters.

Assessment StrategiesObservation

Assessment Recording Devices




proper and safe use (e.g., brushes, sponges,fingers, sticks for painting; modelling clay for makingsculptures; oil pastels, crayons, markers, pencilcrayons for drawing).

1a42 – describe, using appropriate vocabulary, howartists use the elements of design to communicateinformation and create a particular mood (e.g., theuse of the bright primary colours red and yellow tosuggest happiness);

1a43 – express a response to an art work that clearlycommunicates how the ideas, information, andfeelings relate to their own experiences (e.g., aresponse in which they note that the artist’srepresentation of a boy playing with a dog relates tothe stories they have been reading about pets).

ChecklistAnecdotal Record

Teaching / LearningStudents rotate through the centres contributing data to each one about themselves and their preferences asa growing artist. The students complete a visual arts task, then use their acquired knowledge to make an"informed choice" about their favourites.

Introduce each of the five different centres explaining the specific student tasks.

Centre 1MY FAVOURITE PRIMARY COLOUR

Review with the students the three primary colours; red, yellow, and blue. Show samples of varying lightand dark values of those colours (e.g., various tints and shades of each colour found in a variety of papertypes).

At this learning centre students create a collage using selected materials of the three primary colours invarying light and dark values. Students choose from a collection of wallpaper scraps, discarded magazines,construction paper, tissue paper, fabric scraps, yarn, buttons, beads, etc. Each student glues materials in amanner pleasing to him/herself onto heavy paper cut into uniform size (e.g., 30 cm x 30 cm).

Students then place a coloured plastic cube into a common glass (clear) jar indicating their favourite primarycolour choice. Use masking tape to label the selected cube with the child's name. The completed collection ofcubes (i.e., each class member has voted) will be used to display the data and to initiate a discussion aboutprobability.

Centre 2MY FAVOURITE ART PRINT

Display four art prints by the same artist or by four different artists in a gallery format. Include the title of thework, the artists name, and the year in which it was created. See the website for the National Gallery to findpictures that could be used. Some suggested artists and prints are:Alex Colville - Family and Rainstorm, 1955Claude Monet - Waterloo Bridge: The Sun in Fog, 1903Emily Carr - Four Children in a Brenton Cottage, 1911Emily Carr - Forest (Tree Trunks) 1938 - 1939Lawren Harris - North Shore Baffin Island 1, 1930Tom Thomson - Sunset, 1915




Using prompt cards and acting as art critics, students talk in groups about their preferences; what they likeand/or dislike about the selected pieces of art work. The following are some suggested prompts:

It reminds me of ...The colours make me feel ...I think the artist felt ... when s/he was making this piece of art.I like this piece of art the best because ...I don't like this piece of art work because ...

Following a time of discussion with their peers, students can chose their favourite print and tell why it is theirfavourite. Their comments are transcribed onto a first-place paper ribbon which is placed beneath theselected print (see blackline master for First-Place Ribbon which children will complete and cut out).Together, the ribbons represent the data showing class favourites.

Centre 3MY FAVOURITE ILLUSTRATOR

To build the foundation for further learning, have students read and view a number of books illustrated by EricCarle and Barbara Reid. Facilitate a discussion about the tools and materials the artists would have used tocreate the illustrations. Point out and discuss how both artists use the element of texture in their art work.

Display some of the illustrations from Eric Carle's and Barbara Reid's books at the learning centre. Encouragethe students to discuss the pictures with their peers, talking about what they particularly like about theillustrations. Allow the students to explore and manipulate the tools and materials these artists use(paintbrush, modelling tools, tissue paper, coloured modelling clay) to create their own "illustration" of ananimal. Consider taking photographs of the completed three-dimensional artworks so that a two-dimensionalrecord can be viewed again later.

After the students have had time to explore and create using the materials, have them choose their favouriteillustrator. Students use either a crumpled ball of tissue paper (Eric Carle) or a ball of modelling clay (BarbaraReid) to visually represent their choice. The selected material is mounted onto one of two large pieces ofcardboard cut and folded to look like a book. One of the "books" is labelled ILLUSTRATED BY ERIC CARLE theother is labelled ILLUSTRATED BY BARBARA REID. The "books" collect the class data showing favourites.

Centre 4MY FAVOURITE DRAWING TOOL

Set up the learning centre with drawing paper and tools (pencils, markers, crayons, oil pastels). Studentsexplore each of the drawing tools, using them together to create line patterns. Students read their patternsdescribing the types of lines they created (e.g., jagged, straight, curved, etc.) and the type of tool they usedto create it. Engage the students in a discussion, making connections between the kinds of lines drawn andthe drawing tool they used to create it. For example, "You drew thin lines using a pencil and thicker linesusing the oil pastels."

Following a time of exploration, the students choose the tool they enjoyed using most by selecting the tool andplacing it in a labelled tin can. Students will use a folded and wrapped piece of masking tape to create aname tag for their chosen tool. The cans are used to collect the class data about favourite drawing tools.

Centre 5MY FAVOURITE BUILDING BLOCKS




Resources

Students choose to work independently, with a partner, or in small groups to build structures and designsusing the three types of blocks (wooden blocks, connecting blocks, pattern blocks) at this centre.

After the students have had the opportunity to use each type of block, they choose one as their favourite.They place one of that type of block into a "Toy Box" (simply label a small cardboard box with the wordTOYS). This will be used to collect the class data about favourite building blocks.

AdaptationsObserve students as they are working in the centres. Some students may require additional time or assistancefrom the teacher, a volunteer, or a peer helper to complete the tasks.

3.1 My Favourite Art Print Prompt Card Art Print Prompt.cwk

3.2 My Favourite Art Print Prompt Card 2 Art Print Prompt2.cwk

3.3 First-Place Ribbon First Place Ribbon.cwk

3.4 Labels for Drawing Tools Labels Drawing Tools.cwk

3.5 Anecdotal Comment Sheet Anecdotal Comments.cwk

Barbara Reid

Official Eric Carle Website

Eric Carle Bibliography

National Gallery of Canada

paper 30 cm x 30 cm 1

coloured paper scraps (magazines,tissue, wallpaper, construction, etc.)coloured buttons, beads

cubes (25 of each - red, blue, yellow) 25

pencils 28

pastels 28

markers 28

crayons 28

cans 4

masking tape 1 roll




cardboard box 1

scissors few

wooden blocks 1 set

connecting blocks 1 set

pattern blocks 1 set

Art Image kits (1988) Kit

Notes to TeacherSince prior knowledge is assumed for the completion of some of centres, teachers may consider teachingthis unit following a visual arts unit on the elements of design. Alternatively, teachers may choose toincorporate this unit into an integrated studies curriculum in which the elements of design are taught as theunit progresses.

Suggested words from subtask 3 for Portrait of Me - Words chart:favourite, choose

The artists and prints that are suggested were chosen based either on the use of colour or the subjectmatter. Teachers may choose to use any artist or print that they feel would be appropriate. UsingCanadian art and artists, as much as possible, is strongly recommended.

Teachers may choose to use art prints and illustrators that are familiar to the class because they have beenstudied previously. Teachers may also wish to ask for student suggestions as to the art prints orillustrators to use. Teachers may wish to have students bring in art from home that is related to culturalbackgrounds.

Teacher Reflections


Portrait of Me Subtask 4My Graphs: Displaying and Interpreting Information


Expectations1m1 • understand whole numbers by exploring number

relationships using concrete materials (e.g.,demonstrate with blocks that 7 is one less than 8 ortwo more than 5);

1m14 – demonstrate the one-to-one correspondencebetween number and objects when counting;

1m18 – compare, order, and represent whole numbers to50 using concrete materials and drawings;

1m19 – investigate number meanings (e.g., the concept of5);

1m93 • interpret displays of data using concrete materials,and discuss the data;

1m94 • demonstrate an understanding of probability anddemonstrate the ability to apply probability in familiarday-to-day situations.

1m101 A – relate objects to number on a graph withone-to-one correspondence;

1m102 A – record data on charts or grids given by theteacher using various recording methods (e.g.,drawing pictures, placing stickers);

1m103 A – organize materials on concrete graphs andpictographs using one-to-one correspondence;

1m104 A – read and discuss data from graphs made withconcrete materials and express understanding in avariety of informal ways (e.g., tell a story, draw apicture);

1m106 – use events from meaningful experiences todiscuss probability (e.g., it will never snow here inJuly);

1m105 – demonstrate understanding that an event may ormay not occur;

1m107 – use mathematical language (e.g., never,sometimes, always) in informal discussion todescribe probability.

DescriptionStudents graph information collected in the My Favourites Centres. Students will be introduced to varioustypes of graphs and each set of data will be displayed in a different way.


GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesAdvance OrganizerMini-lessonWorking With ManipulativesOpen-ended Questions

AssessmentTeacher assesses student performance inthe completion of the graphs and recordsanecdotal comments. Continuous feedbackwill be given through conferences on themath journal.


Assessment Recording DevicesAnecdotal Record

Teaching / LearningEach session follows a similar format that begins with a group lesson and shared learning where datamanagement and probability concepts are modelled and discussed. The data is displayed and interpreted bythe group, then each student is challenged to transfer the data from the group display to their own personalgraph.

My Favourite Primary Colour

Group LessonHave students meet at the carpeted area of the classroom for a mini-lesson and sharing session. Present the




glass jar with the coloured cubes; the data collected at the My Favourite Primary Colour Centre. Initiate adiscussion about probability.

"This is the jar that we used to collect the data about our favourite primary colours."

"Without looking, what are the chances (or what is the probability) of me (teacher) reaching into the jar andpulling out a green cube?" Encourage responses and discussion. Conclude that the answer is zero. Thereare no green cubes in the jar because green is not a primary colour and therefore was not a choice. "Again,without looking, what is the probability of me (teacher) pulling a red cube from the jar?" The answer ofcourse will be dependent on the number of students who had chosen red as their favourite primary colour.

Continue the guided question and answer session, making connections between the number of cubes in thejar and the number of participants in the survey. "How many cubes are there in this jar?" Solicit answers,encouraging thoughtful responses. Model the math language when talking with the students. For example,"That's a reasonable estimate; your guess really makes sense."

At an appropriate time in the lesson, tell the students, "There is a way to know exactly how many cubesthere are in this jar. Remember, each one of you voted for your favourite primary colour. Now, who can tellme how many cubes are in the jar?"

Next, work together to sort the cubes according to colour. Then connect the cubes making three "cubetrains." Display the "cube trains" in vertical position. Be sure to position the "cube trains" so that all studentscan see it well. Use a guided questioning technique to generate a discussion about the conclusions that canbe made by looking at the display. The following questions may be addressed:- How many students chose blue as their favourite primary colour?- What about yellow?- Which colour did most students choose as their favourite?- Which colour was chosen least?- Were any of the groups equal?- Which colour did you choose?- Point to a cube that could be yours.

Displaying The DataBreak apart the cubes and give them to the students whose name is on the label. Each student in turn,places the same coloured square gummed sticker on an enlarged vertical bar graph to represent their choice.

"My Graph"Students transfer the concrete data to a simple three columned vertical bar graph using a graphic organizerprovided by the teacher (see blackline master My Favourite Primary Colour Bar Graph). The students placestickers to represent student choices in a one-to-one correspondence scheme. They count, then print thetotals in the correct position. The completed graph is kept in a folder for use in subtask 5.

My Favourite Art Print

Displaying the DataTo display the results of this centre, simply move the first-place ribbons from the pockets and tape them to theright of the prints horizontally using a one-to-one correspondence scheme; i.e., match the first "vote" for eachprint, the second, third, etc.

To 'match' the graph, students will complete My Favourite Art Print Bar Graph, label the prints with the lettersA, B, C, D before putting out the first-place ribbons.




Discuss and interpret the results.

"My Graph"Students transfer the concrete data to a simple horizontal bar graph using a graphic organizer provided bythe teacher (see blackline master My Favourite Art Print Bar Graph). The students make check marks torepresent student choices. They count, then print the total in the correct position. The completed graph iskept in a folder for use in subtask 5.

My Favourite Illustrator

Displaying the DataDisplay the results of this centre creating a concrete area graph. Prior to the group lesson, prepare two gridson the floor using masking tape. This is simple to do if you are fortunate to have a tiled carpet area in yourclassroom. Have students group themselves according to their choice of favourite illustrator; each studentstanding in one square of the corresponding grid. Give each student a 3 x 5 index card on which to printhis/her name. Before leaving the concrete graph, put name card on the tile or divided area where they werestanding. Moving to where students can see the area graph, discuss and interpret the results.

"My Graph"Students transfer the concrete data to a simple comparative area graph using a graphic organizer providedby the teacher (see blackline master My Favourite Illustrator Area Graph.) The students colour the squaresto represent individual choices as are shown on the floor by the index cards. They count, then print thetotals in the correct position on the organizer. The completed graph is kept in a folder for use in subtask 5.

My Favourite Drawing Tool

Displaying the DataHave students place their actual chosen tool on a concrete floor graph. Then have the students exchangethe concrete tool for a picture which represents that tool (see blackline master Drawing Tools Cards).Discuss and interpret the results.

"My Graph"Students transfer the concrete data to a paper pictograph using a graphic organizer provided by the teacher(see blackline master My Favourite Drawing Tool Pictograph). The students cut out stickers to representindividual choices (see blackline master Drawing Tool Student Pictures). They count, then print the totals inthe correct position on the organizer. The completed graph is kept in a folder for use in subtask 5.

My Favourite Building Block

Displaying the DataDisplay the results of this centre creating a concrete bar graph. Prior to the group lesson, prepare the bargraph by using sheets of scrap paper placed on the floor to create three vertical bars, one bar for eachchoice of block. Have the students sort the blocks by type, placing each chosen block on one sheet of paperon the different bars on the graph. Discuss and interpret the results.

"My Graph"Students transfer the concrete data to a paper bar graph using a graphic organizer provided by the teacher(see blackline master My Favourite Building Block Bar Graph). The students colour the correct number ofsections in each bar to represent the choices of the class. The completed graph is kept in a folder for use insubtask 5.

Adaptations




Resources

Have those students experiencing difficulty with organizing materials and recording information on the graphicorganizers work with a peer who will assist him/her.

The teacher, a volunteer, or a student helper may scribe for students who have difficulty recording information.

Some students displaying exceptional skill in organizing data can be challenged to develop their own methods fordisplaying the data. Allow time for the sharing of these graphs with the class, asking the student(s) to explain whythe type of display was chosen and how the display was interpreted.

4.1 My Favourite Primary Colour Bar Graph Fav_Primary Colour BarGraph.cwk

4.2 My Favourite Art Print Bar Graph FavouriteArtPrintBarGraph.cwk

4.3 My Favourite Illustrator Area Graph Fav_Illustrator Area Graph.cwk

4.4 My Favourite Drawing Tool Pictograph Drawing Tool Picture Graph.cwk

4.6 Drawing Tools Cards Drawing Tools cards.cwk

4.7 My Favourite Building Block Bar Graph Fav_Building Toy Bar Graph.cwk

4.5 Drawing Tool Student Pictures Student Draw Tool Stickers.cwk

Notes to TeacherSuggested words from subtask 4 for Portrait of Me - Words chart:probability, chance, estimate, guess, most, least

Teachers will need to make enough copies of the graphs for each student. Some graphs will need to beenlarged for student use.

Teacher Reflections


Portrait of Me Subtask 5My Portraits: Summarizing Information


Expectations1m19 – investigate number meanings (e.g., the concept of

5);1m18 – compare, order, and represent whole numbers to

50 using concrete materials and drawings;1m21 – discuss the use of number and arrangement in

real-life situations (e.g., there are 21 children in myclass, 11 girls and 10 boys);

1m93 • interpret displays of data using concrete materials,and discuss the data;

1m101 A – relate objects to number on a graph withone-to-one correspondence;


DescriptionStudents highlight their personal choices on their completed graphs from subtask 4. Students summarizeinformation about themselves and what the information shows about their place in the classroom community.Students show their favourites in portraits.


GroupingsStudents Working Individually

Teaching / Learning StrategiesAdvance OrganizerConferencing

AssessmentTeacher assesses student performance inthe completion of the summary and portraits,and records anecdotal comments.Continuous feedback will be given throughthe conference on the math journal.


Assessment Recording DevicesChecklistAnecdotal Record

Teaching / LearningReview with the students the process of collecting, displaying, and interpreting the data from each of the MyFavourites Centres. Explain that they will use the graphs to highlight their personal choices, use a genericorganizer to summarize the information about themselves as a growing artist and to highlight their place withinthe classroom community of learners. They will showcase each of the graphs and the summary withcreative portraits of their favourites.

The students highlight their choice on each of their five graphs by outlining the box or circling the drawing thatrepresents their personal favourite. Students analyze the graphs completed in subtask 4 and complete theorganizer outlining a summary statement for each graph completed (see blackline master Graph SummaryPage). Read statements together with students, discussing how summary will be completed.

Students complete a creative portrait for each of their choices. Each portrait is labelled with an explanatorysentence.

1. My Favourite Primary Colour - This is me wearing my favourite primary colour.

Student Task: Use media and technique of your choice (crayons, markers, pencil crayon, paint, cut andpaste) to make a portrait of yourself wearing your favourite primary colour.

2. My Favourite Art Print - I made a reproduction of my favourite art print.




Resources

Student Task: Apply the appropriate media and technique to create a personal reproduction of your favouriteart print.

3. My Favourite Drawing Tool - I created this picture using my favourite drawing tool.

Student Task: Draw a picture using your favourite drawing tool.

4. My Favourite Illustrator - The art in this book was made by my favourite illustrator.

Student Task: Draw the cover of a book which had pictures made by your favourite illustrator.

5. My Favourite Building Block - I built this structure using my favourite kind of building block.

Student Task: Build a structure using your favourite kind of building block. Draw it or take a photograph of it.

AdaptationsObserve students as they are working in the centres. Some students may require additional time or assistancefrom the teacher, a volunteer, or a peer helper to complete the tasks.

Some students could be challenged to summarize the data in an original manner if they exhibit the ability to workat a high level. Allow these students time to share their summaries with the whole class when complete.

5.1 My Favourite Primary Colour Portrait Summary_Fav_PrimaryColour.cwk

5.2 My Favourite Art Print Portrait Summary_Fav_Art Print.cwk

5.3 My Favourite Drawing Tool Portrait Summary_Fav_Drawing Tool.cwk

5.4 My Favourite Illustrator Portrait Summary_Fav_Illustrator.cwk

5.5 My Favourite Building Block Portrait Summary_Fav_Building Blocks.cwk

BLM 5.6 Grah Summary Page Graph Summary.cwk

crayons, markers, pencil crayons some

paint sets (primary colours) 1

various paper scraps some

pencils, crayons, markers, oil pastels some

various sized paper 5

regular or digital camera (if possible) 1




Notes to TeacherSuggested words from subtask 5 for Portrait of Me - Words chart:summary, same, different

Teacher Reflections


Portrait of Me Subtask 6My Survey: Showing My Place in the Classroom


Expectations1m92 A • collect, organize, and describe data using

concrete materials and drawings;1m95 A – conduct an inquiry using appropriate methods

(e.g., ask one another, “What is your favourite kindof ice cream?”);

1m100 A – collect first-hand data by counting objects,conducting surveys, measuring, and performingsimple experiments;

1m102 A – record data on charts or grids given by theteacher using various recording methods (e.g.,drawing pictures, placing stickers);


1e42 • ask questions about their immediate environmentand offer personal opinions;

1m101 – relate objects to number on a graph withone-to-one correspondence;

1m103 – organize materials on concrete graphs andpictographs using one-to-one correspondence;

DescriptionStudents conduct a class survey on a question of personal interest. Students make the survey, choose themanner of collecting information, and organize their findings in a visual presentation to demonstrate not onlytheir own uniqueness but also their membership within the classroom community.


GroupingsStudents Working Individually

Teaching / Learning StrategiesExperimentingGraphing

AssessmentObserve students as they work on the taskand collect evidence based on the rubric asto the achievement of the expectations.Conduct conferences with individual childrento allow them to discuss their work so thatunderstanding is clear. A checklist isprovided to collate information on students.

Assessment StrategiesPerformance TaskConference

Assessment Recording DevicesRubricChecklist

Teaching / LearningReview the Unit Work in Preparation for the Culminating TaskRemind students that early in the unit they were presented with the task that they were going to find outinteresting information about the boys and girls in their class and think about how they "fit" in the classroomcommunity. Throughout this unit they have had the opportunity to answer different kinds of questions aboutthemselves. Ask students to recall what kinds of questions they answered. Encourage them to review theirmath journals to help them remember.

They also had the opportunity to contribute their information to the class collection of data using manydifferent methods. Ask students to recall some of these. Remind students that the collection of the data wasoften related to the kind of question that was asked.

Students also had the opportunity to graph and chart the class information. Ask students to recall some ofthese methods. Encourage them to review the work in their folders as they contribute to the discussion.

Finally, students had the opportunity to show how they 'fit' into the class community by doing a portrait ofthemselves and completing a summary about the class.




Resources

Culminating TaskTell students that now they will work on their own to use all of the knowledge and skills that they learned inorder to find out even more about their classmates.

First, they need to decide on a simple question that they would like the students in the class to answer. Thequestion should be something in which they have an interest. Generate some ideas about which thestudents might ask a question, e.g., favourite sports, favourite book, favourite pet, favourite candy, favouritesnack, etc.

Hand out the Question & Collection Organizer to the students (see blackline master in Resources). Showstudents that they can use the organizer to draw a picture that tells what question they want to ask andsome lines to write the question that interests them. This will be the question for their survey.

After thinking about a question, tell students that they should think about what they guess they might find outafter they ask their classmates and either draw a picture or write a description of their thoughts. "I thinkmost of the class will have vanilla as their favourite ice cream and that only one or two will pickstrawberry." Guesses and estimates can really help us learn more because they get us thinking about theinformation we are collecting while we are doing it.

Tell students that they will then have to decide how they will collect their information and draw a picture orwrite a description of how they plan to do this. Remind students that they will need to get or make thematerials to do the collection. Review with students some of the ideas that were used during our activities.Share with students some of the teacher-designed grids that are available for their use but remind studentsthat they can choose any method of collection they wish. (Planning and Reflecting)

Finally, tell students that they will design a presentation that shows the data they collected about theirclassmates. The presentation must show not only how they are special as an individual but also how theyare part of our classroom family. The presentation must include a chart or grid that shows the data collected.Tell students that they will be sharing their data with the class so they will need to explain what they learned.Remind the students that when they explain their findings to the class, they can choose to do this with apicture they have drawn, a story they have developed, or another way that they believe is appropriate.

Allow students plenty of time to complete the task.

AdaptationsSome students may require additional time to complete their work.

All forms of presentation, e.g., visual, oral, and written, may be allowed so that students can use their strengtharea.

My Survey - Rubric

Generic Rubric for Assessment ofMathematical Problem Solving Grades 1 -36.1 Question & Collection Organizer Question&CollectionOrganize.cwk

6.2 Grid/Chart (10 x 11) Grid 10 x 11.cwk






assorted paper

graph paper

Notes to TeacherTeachers need to allow plenty of time for students to complete the task.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Generic Rubric for Assessment of MathematicalProblem Solving Grades 1 - 3

A generic rubric for the assessment of mathematicalproblem solving Grades 1 - 3

1

ST 6

Mathematics Journal

Rubric to use for ongoing observation of math journals1

ST 2

My Survey - Rubric

Culminating Task Rubric1

ST 6

Blackline Master / File

1.1 Buttons Sorting Card 1SortButtons1.cwk

ST 1

1.10 Lids Sorting Card 1SortingPlasticLids.cwk

ST 1


ST 1


ST 1


ST 1

1.5 Blocks Sorting Card 1SortBlocks1.cwk

ST 1

1.6 Blocks Sorting Card 2SortBlocks2.cwk

ST 1

1.7 Stones Sorting Card 1SortStones1.cwk

ST 1

1.8 Stones Sorting Card 2SortStones2.cwk

ST 1

1.9 Sticks Sorting Card 1SortingSticks1.cwk

ST 1

11.1 Checklist - Subtask 1Checklist - Subtask 2.cwk

ST 1

2.1 Math Journal CoverJournal cover.cwkMath Journal cover for student use.

ST 2

2.10 Number in Home Bar GraphNumber in Home Graph.cwkExample of graph that can be completed with studentsfor this activity. Graph should be reproduced on chartpaper.

ST 2

2.11 Number in Home Graph ExampleNumber in Home Graph Ex.cwkThis graph contains some examples to show how graphmight look when completed.

ST 2

2.2 Math Journal Pagejournal page.cwkPages to use with the journal cover for students to tellwhat they did in the activity, to explain using pictures,numbers, and/or words, and to ask questions.

ST 2

2.3 Math Journal Examplejournal example.cwkThis is an example of the journal entries that might bewritten during th guided writing section of this subtask.

ST 2

2.4 Math Journal Tracking SheetTracking Math Journal 1.cwkTracking sheet to use in the conference outlining criteriato apply for level 3 performance in journal. This versionprovides space for teacher comments, for studentcomment about their work, and for an outline of nextsteps for the student.

ST 2

2.6 Name SignName sign.cwkSign to post for student reference. "Name the activity."

ST 2

2.7 Explain in Numbers, Words, Pictures SignNWP sign.cwkSign to post for student reference. "Use pictures,numbers and/or words to explain your thinking."

ST 2

2.8 Wonder SignWonder sign.cwkSign to post for student reference. "Ask questions. Iwonder..."

ST 2

2.9 Link SignLink sign.cwkSign to post for student reference. "Make connections."

ST 2

3.1 My Favourite Art Print Prompt CardArt Print Prompt.cwkThis prompt card is used with Centre 2 of Subtask 3

ST 3

3.2 My Favourite Art Print Prompt Card 2Art Print Prompt2.cwkThis prompt card is used with Centre 2 of Subtask 3

ST 3

3.3 First-Place RibbonFirst Place Ribbon.cwk

ST 3

3.4 Labels for Drawing ToolsLabels Drawing Tools.cwkCut out the labels and place on the tin cans to use atthe Favourite Drawing Tool centre

ST 3

3.5 Anecdotal Comment SheetAnecdotal Comments.cwk'At A Glance' sheet - Teachers list student names overboxes. Space is provided for teachers to outlinespecific observations on which to focus.

ST 3

4.1 My Favourite Primary Colour Bar GraphFav_Primary Colour BarGraph.cwk

ST 4

4.2 My Favourite Art Print Bar GraphFavouriteArtPrintBarGraph.cwk

ST 4

4.3 My Favourite Illustrator Area GraphFav_Illustrator Area Graph.cwk

ST 4

4.4 My Favourite Drawing Tool PictographDrawing Tool Picture Graph.cwkThis graph will need to be enlarged to 11 x 17 forstudent use.

ST 4

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Jul 23, 2001 at 12:21:12 AM Page D-1


Resource List


Page 2

4.5 Drawing Tool Student PicturesStudent Draw Tool Stickers.cwk

ST 4

4.6 Drawing Tools CardsDrawing Tools cards.cwk

ST 4

4.7 My Favourite Building Block Bar GraphFav_Building Toy Bar Graph.cwk

ST 4

5.1 My Favourite Primary Colour PortraitSummary_Fav_PrimaryColour.cwk

ST 5

5.2 My Favourite Art Print PortraitSummary_Fav_Art Print.cwk

ST 5

5.3 My Favourite Drawing Tool PortraitSummary_Fav_Drawing Tool.cwk

ST 5

5.4 My Favourite Illustrator PortraitSummary_Fav_Illustrator.cwk

ST 5

5.5 My Favourite Building Block PortraitSummary_Fav_Building Blocks.cwk

ST 5

6.1 Question & Collection OrganizerQuestion&CollectionOrganize.cwkThis is the organizer for students to use for theCulminating Task.

ST 6

6.2 Grid/Chart (10 x 11)Grid 10 x 11.cwkStudents may choose to use this grid/chart forcollection or presentation of their data.

ST 6


ST 6


ST 6

BLM 5.6 Grah Summary PageGraph Summary.cwk

ST 5

Unit - Portrait of Meportrait.cwkDescription of culminating task to share with students.

Unit

Unit - Portrait of Meportrait.cwkDescription of culminating task to share with students.

ST 1

Print

Buttons, ButtonsRozanne Lanzak Williams

A simple story about sorting buttons.ISBN 0916119319

ST 1

Gray Rabbit's Odd One OutAlan Baker

Gray Rabbit can't find his favourite book. As he sortsout his toys, some things don't belong. Readers areasked to help Gray Rabbit spot the odd ones out.

ISBN: 075345257X

ST 1

Website

Barbara Reid

This site is published by the National Library Of Canada.It provides a short biography of Barbara Reid, a list ofawards and a comprehensive bibliography.

http://www.nlc-bnc.ca/events/illustra/stylist/ereid2.htm

ST 3

Eric Carle Bibliography

List of Books by Eric Carle 1983 - 2000 Follow this linktoreturn to the previous list of books.

http://www.eric-carle.com/ECbooks2.htmlST 3

National Gallery of Canada

Various art prints can be viewed at this site.Suggestions for excellent prints which might be used forthe Art Print Centre are:Alex Colville - Family and Rainstorm, 1955Claude Monet - Waterloo Bridge: The Sun in Fog, 1903Emily Carr - Four Children in a Brenton Cottage, 1911Emily Carr - Forest (Tree Trunks) 1938 - 1939Lawren Harris - North Shore Baffin Island 1, 1930Tom Thomson - Sunset, 1915These are easily found through the search enginneavailable at the site.

http://cybermuse.gallery.ca/ng/ST 3

Official Eric Carle Website

New PublicationsThe Eric Carle Museum Of Picture Book ArtAbout Eric Carle

http://www.eric-carle.com/ST 3



Resource List


Page 3

Material

assorted paper ST 6

Blocks Collectionmany of each typeInclude plastic blocks, unific cubes, multi-link cubes,Lego blocks, wooden blocks, pattern blocks, large andsmall blocks and different coloured blocks.

ST 1

Button CollectionmanyThe collection should include buttons of different sizes,shape, number of holes, and colours.

ST 1

cans4

Use labels to identify into which can the drawing tool isplaced

per class

ST 3

cardboard box1

For use in building blocks centre - label the box, Toys.per class

ST 3

cards or small paper1

Cards or paper should be the same size as cells ingraph. Students write names on cards/paper and pasteon graph.

per person

ST 2

chart paperTo use for Portrait of Me Words chart

ST 1

chart paper2

One chart will be used for the graph. Another chart willbe needed for journal example.

per class

ST 2

coloured buttons, beadsFor Primary Colour collage

ST 3

coloured paper scraps (magazines, tissue,wallpaper, construction, etc.)

Fpr Primary colour collages

ST 3

crayons28per class

ST 3

crayons, markers, pencil crayonssome

For possible use with portraits for Primary Colour, ArtPrint, Illustrator, Building Blocks

per group

ST 5

cubes (25 of each - red, blue, yellow)25Favourite Colour centre

ST 3

graph paper ST 6

markers28per class

ST 3

masking tape1 rollper class

ST 3

paint sets (primary colours)1

For possible use with portraits for Primary Colour, ArtPrint, Illustrator, Building Blocks

per group

ST 5

paper 30 cm x 30 cm1

for primary colour collagesper person

ST 3

paper for pictures1per person

ST 2

pastels28per class

ST 3

Pebbles and Stones CollectionmanyInclude stones of various sizes, smooth/rough,coloured/grey, etc. Smooth pebbles can be purchasedvery reasonably at dollar stores. You may wish to havestudents collect these.

ST 1

pencils28per class

ST 3

pencils, crayons, markers, oil pastelssome

For possible use with portraits for Drawing Tool.per group

ST 5

Plastic Lid CollectionmanyLids from dishsoap, peanut buter, juice, shampoo, etc.Include lids of different sizes, colours, shape, print/noprint, etc.

ST 1

scissorsfewNeeded at Art Print Centre to cut out blue ribbons

ST 3

Sticks CollectionmanyInclude twigs, popsicle sticks, tongue depressors,toothpicks, stir sticks, straws cut to varying lengths,etc.

ST 1

various paper scrapssomeFor use with My Favourite Primary Colour portrait.

ST 5

various sized paper5

paper is needed for each portraitper person

ST 5



Resource List


Page 4

Equipment / Manipulative

connecting blocks1 setper class

ST 3

pattern blocks1 setper class

ST 3

regular or digital camera (if possible)1

A picture of the structure built with the building blockscan be used in the portrait.

per class

ST 5

wooden blocks1 setper class

ST 3

Other

Art Image kits (1988)Kit

Art Image kits (1988) contain art prints and teachers'guides and are available for Grades 1 through 6. Costsper grade range between $129.00- $144.00. Alsoavailable in mini kits. Prints may be purchasedseparately.

Art Image Inc., 3281 Jean-Beraud Ave., Laval,Quebec, H7T 2L2. Toll Free:1-800-361-2598. Fax:1-800-559-2598.

ST 3

Companions Bookmark

Conference ST 1


A Portrait of Me

You are special! You are like no one else. You can do many things. You like different things and people.

You are special.

You belong to this class just like you belong to a family. Finding out about each other helps us feel like we are part of this family.

Your job is to decide what you want to know about the students in our class. You will make a survey, collect information, and share the information with the rest of the class. Your presentation will show not only how you are special but also how you are part of our classroom family.

Have fun learning about yourself and your classroom family!

BLM Unit

portrait.cwk

ButtonsButtons Sorting Card 1

BLM 1.1

Buttons

four holestwo holes

Buttons Sorting Card 2

BLM 1.2

Buttons

small big


BLM 1.3

Buttons

gold silver

BLM 1.4


Blocks

building cubes

building blockswooden

BLM 1.5

Blocks Sorting Card 1

Blocks

bigsmall

BLM 1.6

Blocks Sorting Card 2

Stones

small big

BLM 1.7

Stones Sorting Card 1

Stones

smooth rough

Stones Sorting Card 2

BLM 1.8

Sticks

short long

BLM 1.9

Sticks Sorting Card 1

Plastic Lids

BLM 1.10

Plastic Lids Sorting Card

Checklist - Subtask 1, CollectionsCode for observations + meets expectations

- requires assistance

more less equal most least equal

Student Names

counts 1:1

Sets Sorting

whole # terminology terminology

BLM 1.11

Portrait of Me

Math Journal

Name __________________

BLM 2.1

Today is ___________________________________

Explain

Name

___________________________________________

___________________________________________

___________________________________________

_____________________________

_____________________________

Wonder Link

_____________________

_____________________

My work today was okaysuper

could be better

_____________________

_____________________

Today is ___________________________________

Explain

Name

___________________________________________

___________________________________________

___________________________________________

_____________________________

_____________________________

Wonder Link

_____________________

_____________________

My work today was okaysuper

could be better

_____________________

_____________________

BLM 2.2

Today is Monday, February 12, 2001

Explain

Name

Wonder

Number in Home

I have 5 people. Grandma lives with me.Lots have 4 people. 4 group is bigger than my group.

Mark Anne

Billy Me

5 Mike Jim Neeta Raman David

Sara

Krishnan

Petra Paolo Mohammed Christopher

4

if I would like having a big family? why there are so many 4 homes?

My work today was okaysuper could be better

Link

I can do a graph.

BLM 2.3

Teacher Tracking of Math Journal • gives appropriate and complete explanations• interprets and discusses data clearly and precisely• usually uses appropriate terminology and symbols • usually poses at least one question and/or statement that

relates to the data, themselves, or the activity completed

Student:

+a

beyond expectations

-meets expectationsnot yet meeting expectations

Code

Student: Name:Teacher Observations:

Student Comments about Work in the Unit Next steps:

Student: Name:Teacher Observations:

Student Comments about Work in the Unit Next steps:

BLM 2.4

Name the activity.

BLM 2.6

Use pictures, numbers, and/orwords to explain your thinking.

Explain

BLM 2.7

Ask questions.I wonder ...

BLM 2.8

Link.Make connections.

BLM 2.9

Number inhome 2 3 4 more 1098765

BLM 2.10

Omar

Ian

Petra

Mike M. Amy

Nandu Shelly Chris

Allison Bill Jill Kris

David Fran Mike G. Neeta Raman Anne

Number inhome 2 3 4 more 1098765

BLM 2.11

It reminds me of...

The colours make me feel...

I think the artist felt ...

Prompt Card

MY FAVOURITE ART PRINT

L K☺

blue

red

yellow

BLM 3.1

I like this work of art best because...

I don’t like this work of art because...

Prompt Card

MY FAVOURITE ART PRINT

C

D

BLM 3.2

1

My name is ______________

I like ____________________ besttitle of work

It is my favourite because

________________________________

________________________________

First-Place Ribbon

BLM 3.3

Pencil Oil Pastel

MarkerCrayon

My Favourite Drawing Tool - Can Labels

BLM 3.4

Anecdotal CommentsObservations

1

2

3

4BLM 3.5

My Favourite Primary Colour - Vertical Bar Graph

red yellow blue

__________ __________ __________Total __________ __________ __________

BLM 4.1

My Favourite Art Print - Horizontal Bar Graph

A

B

C

D

total

BLM 4.2

My Favourite Illustrator - Comparative Area Graph

Illustrated by

Eric Carle

Illustrated by

Barbara Reid

total

total

BLM 4.3

Note: Enlarge to 11” x 17 for use with students

My Favourite Drawing Tool - Picture Graph

Total

BLM 4.4

BLM 4.5

oil pastel

marker

pencil

crayon

pencil

crayon oil pastel

marker

BLM 4.6

My Favourite Building Block

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

woodenblocks

patternblocks

connectingblocks

BLM 4.7

This is me wearing my favourite primary colour.

BLM 5.1

I made a reproduction of my favourite art print.

BLM 5.2

I made this picture using my favourite drawing tool.

BLM 5.3

The art in this book was made by my favourite illustrator.

Illustrated by

__________________________________

BLM 5.4

I built this structure using my favourite building block.

BLM 5.5

Summary Page

Graph This graph shows ...

My favourite is _________________________________________.

________ other people in my class made the same choice.

________ other people in my class made a different choice.

My favourite is _________________________________________.



My favourite is _________________________________________.



My favourite is _________________________________________.



My favourite is _________________________________________.



Illustrator

BLM 5.6

Primary Colours

red yellow blue

Art Print

A

B

C

D

Drawing Tool

Building Toy

Name ___________________________ My question

This is how I will collect my data

I think I will find out that

BLM 6.1

BLM 6.2

BLM 6.3

BLM 6.4

Expectations for this Subtask to Assess with this Rubric:

Understanding of concepts– When working with data,describes thinking in the MathJournal, through numbers,pictures/symbols, and words...

Interpretingmathematicalinstructions, graphs,charts, and drawings

Clarity in explanationsand justifications inreporting

Using appropriatemathematical vocabulary

– giving partially completebut inappropriateexplanations

provides explanations andjustifications that have limitedclarity

sometimes uses appropriatemathematical vocabularycorrectly when expected

– giving appropriate butincomplete explanations

misinterprets part of theinformation or drawing, butcarries on to make someotherwise reasonablestatements

provides explanations andjustifications that have someclarity

usually uses appropriatemathematical vocabularycorrectly when expected

– giving both appropriateand complete explanations

correctly interprets theinformation or drawing, andmakes reasonablestatements

provides explanations andjustifications that are clear fora range of audiences

consistently uses appropriatemathematical vocabularycorrectly when expected

– giving both appropriateand complete explanationswith high level of detail

correctly interprets theinformation or drawing, andmakes subtle or insightfulstatements

provides explanations andjustifications that areparticularly clear and detailed

consistently uses appropriatemathematical vocabularycorrectly, recognizing novelopportunuties for its use

Level 1 Level 2 Level 3 Level 4

Application ofmathematicalprocedures– poses questions aboutthe data

-rarely poses any questionand/or a statement thatrelates to the data,themselves, or the activitycompleted

- sometimes poses aquestion and/or a statementthat relates to the data,themselves, or the activitycompleted

- usually poses at least onequestion and/or statementthat relates to the data,themselves, or the activitycompleted

- usually poses at least oneinsightful question and/orstatement that relates to thedata, themselves, or theactivity completed

Mathematics Journal for use with Subtask 2 : My Journal: Communicating Understanding

from the Grade 1 Unit: Portrait of MeStudent Name:Date:

misinterprets a major part ofthe information or drawing,but carries on to make someotherwise reasonablestatements

1m36 – describe their thinking as they solve problems.

1m93 • interpret displays of data using concrete materials, and discuss the data;

1m96 – pose questions about data gathered (e.g., why are so many students wearing running shoes?);

Category/Criteria

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Problem solving- makes decisions duringdata collection andorganization for the survey

Understanding ofconcepts- collects and records datafor the survey

Application ofprocedures- collection and discussionof data

Communication- describes and discussesdata collected

– only with assistance andwith a limited range ofappropriate strategies

– shows major errors

– unclearly and imprecisely– rarely using appropriatemathematical terminology

– with limited assistance andwith appropriate strategies

– using some of theconcepts and procedureslearned

– shows several minor errors

– with some clarity and someprecision– sometimes usingappropriate mathematicalterminology and symbols

– independently, choosingthe most appropriatestrategies

– using many of theconcepts and procedureslearned

– shows a few minor errors

– clearly and precisely– usually using appropriatemathematical terminologyand symbols

– independently, modifyingknown strategies or creatingnew strategies

– using most of the conceptsand procedures learned

– shows practically no minorerrors

– clearly, precisely, andconfidently– always using appropriatemathematical terminologyand symbols


My Survey - Rubricfor use with Subtask 6 : My Survey: Showing My Place in the Classroom


– using only a few of theconcepts and procedureslearned

1m92 • collect, organize, and describe data using concrete materials and drawings;

1m95 – conduct an inquiry using appropriate methods (e.g., ask one another, “What is your favourite kind of ice cream?”);

1m100 – collect first-hand data by counting objects, conducting surveys, measuring, and performing simple experiments;

1m102 – record data on charts or grids given by the teacher using various recording methods (e.g., drawing pictures, placing stickers);

1m104 – read and discuss data from graphs made with concrete materials and express understanding in a variety of informal ways (e.g., tell a story, draw a picture);

Category/Criteria



Asking questions

Predicting possibilitiesand conjecturingconnections

Planning, reflecting, andproceeding

Accuracy of solution

asks questions thatdemonstratemisunderstanding of majoraspects of the problem

– considers few appropriatestrategies– selects a simple strategy

carries out the plan withmajor errors or omissions

asks questions thatdemonstratemisunderstanding of minoraspects of the problem

forms a prediction thatconnects some aspects ofthe problem

– considers someappropriate strategies– selects an appropriatestrategy with minor omissions

carries out the plan withminor errors or omissions

asks questions that lead toclarification of the problem

forms a prediction thatconnects sufficient aspectsof the problem

– considers the appropriatestrategies– selects an appropriatestrategy

carries out the plan withoverall accuracy

asks questions that lead toclarification and extension ofthe problem

forms a prediction thatconnects aspects of theproblem using a broad viewof the problem

– considers opportunities tomodify or create strategies orselects the most appropriatestrategies– selects the most appropriatestrategy or creates a new one

carries out the plan with ahigh degree of accuracy


Evaluating the solution presents imprecise analysis,explanations, andjustification

presents analysis,explanations, andjustification with someprecision

presents analysis,explanations, andjustification with overallprecision

presents analysis,explanations, andjustification with a highdegree of precision

Generic Rubric for Assessment of Mathematical Problem Solving Grades 1 -for use with Subtask 6 : My Survey: Showing My Place in the Classroom


forms a prediction thatconnects a few aspects ofthe problem

1m95 – conduct an inquiry using appropriate methods (e.g., ask one another, “What is your favourite kind of ice cream?”);

Category/Criteria


Expectation List

Selected


Page 1

Assessed

Mathematics---Overall Expectation• demonstrate understanding of sets and whole numbers; 1Km1

• collect, display, and interpret data in daily activities; 1Km5

Mathematics---Data Management and Probability– compare information on objects, using two categories (e.g., rough, smooth); 1Km25

English Language---Writing• communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g.,write a letter to a friend describing a new

pet);11e1

• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information); 11e4

English Language---Oral and Visual Communication• ask questions about their immediate environment and offer personal opinions; 21e42

• apply some of the basic rules of participating in a conversation and working with others; 11e45

Mathematics---Number Sense and Numeration• understand whole numbers by exploring number relationships using concrete materials (e.g., demonstrate with blocks that 7

is one less than 8 or two more than 5);11m1

– demonstrate the one-to-one correspondence between number and objects when counting; 11m14

– compare, order, and represent whole numbers to 50 using concrete materials and drawings; 21m18

– investigate number meanings (e.g., the concept of 5); 21m19

– discuss the use of number and arrangement in real-life situations (e.g., there are 21 children in my class, 11 girls and 10boys);

11m21

– describe their thinking as they solve problems. 11m36

Mathematics---Data Management and Probability• collect, organize, and describe data using concrete materials and drawings; 21m92

• interpret displays of data using concrete materials, and discuss the data; 2 11m93

• demonstrate an understanding of probability and demonstrate the ability to apply probability in familiar day-to-day situations. 11m94

– conduct an inquiry using appropriate methods (e.g., ask one another, “What is your favourite kind of ice cream?”); 11m95

– pose questions about data gathered (e.g., why are so many students wearing running shoes?); 11m96

– compare, sort, and classify concrete objects according to a specific attribute (e.g., colour, size); 11m97

– collect first-hand data by counting objects, conducting surveys, measuring, and performing simple experiments; 21m100

– relate objects to number on a graph with one-to-one correspondence; 1 21m101

– record data on charts or grids given by the teacher using various recording methods (e.g., drawing pictures, placingstickers);

21m102

– organize materials on concrete graphs and pictographs using one-to-one correspondence; 1 11m103

– read and discuss data from graphs made with concrete materials and express understanding in a variety of informal ways(e.g., tell a story, draw a picture);

1 31m104

– demonstrate understanding that an event may or may not occur; 11m105

– use events from meaningful experiences to discuss probability (e.g., it will never snow here in July); 11m106

– use mathematical language (e.g., never, sometimes, always) in informal discussion to describe probability. 11m107

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific

purposes;11a25

– recognize and name the primary colours of pigment (red, blue, yellow); 11a29

– identify the value of a colour (i.e., distinguish between lighter and darker tones of a colour); 11a30

– describe different kinds of lines (e.g., jagged, broken, straight, curved); 11a31

– identify a variety of art tools, materials, and techniques, and demonstrate understanding of their proper and safe use (e.g.,brushes, sponges, fingers, sticks for painting; modelling clay for making sculptures; oil pastels, crayons, markers, pencilcrayons for drawing).

11a36

– describe, using appropriate vocabulary, how artists use the elements of design to communicate information and create aparticular mood (e.g., the use of the bright primary colours red and yellow to suggest happiness);

11a42

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Expectation List

Selected


Page 2

Assessed

– express a response to an art work that clearly communicates how the ideas, information, and feelings relate to their ownexperiences (e.g., a response in which they note that the artist’s representation of a boy playing with a dog relates to thestories they have been reading about pets).

11a43

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Expectation Summary


Selected Assessed

English Language1e1 1 1e2 1e3 1e4 1 1e5 1e6 1e7 1e8 1e9 1e101e11 1e12 1e13 1e14 1e15 1e16 1e17 1e18 1e19 1e201e21 1e22 1e23 1e24 1e25 1e26 1e27 1e28 1e29 1e301e31 1e32 1e33 1e34 1e35 1e36 1e37 1e38 1e39 1e401e41 1e42 2 1e43 1e44 1e45 1 1e46 1e47 1e48 1e49 1e501e51 1e52 1e53 1e54 1e55 1e56 1e57 1e58 1e59 1e60

Mathematics1m1 1 1m2 1m3 1m4 1m5 1m6 1m7 1m8 1m9 1m101m11 1m12 1m13 1m14 1 1m15 1m16 1m17 1m18 2 1m19 2 1m201m21 1 1m22 1m23 1m24 1m25 1m26 1m27 1m28 1m29 1m301m31 1m32 1m33 1m34 1m35 1m36 1 1m37 1m38 1m39 1m401m41 1m42 1m43 1m44 1m45 1m46 1m47 1m48 1m49 1m501m51 1m52 1m53 1m54 1m55 1m56 1m57 1m58 1m59 1m601m61 1m62 1m63 1m64 1m65 1m66 1m67 1m68 1m69 1m701m71 1m72 1m73 1m74 1m75 1m76 1m77 1m78 1m79 1m801m81 1m82 1m83 1m84 1m85 1m86 1m87 1m88 1m89 1m901m91 1m92 2 1m93 12 1m94 1 1m95 1 1m96 1 1m97 1 1m98 1m99 1m100 21m101 21 1m102 2 1m103 11 1m104 31 1m105 1 1m106 1 1m107 1

Science and Technology1s1 1s2 1s3 1s4 1s5 1s6 1s7 1s8 1s9 1s101s11 1s12 1s13 1s14 1s15 1s16 1s17 1s18 1s19 1s201s21 1s22 1s23 1s24 1s25 1s26 1s27 1s28 1s29 1s301s31 1s32 1s33 1s34 1s35 1s36 1s37 1s38 1s39 1s401s41 1s42 1s43 1s44 1s45 1s46 1s47 1s48 1s49 1s501s51 1s52 1s53 1s54 1s55 1s56 1s57 1s58 1s59 1s601s61 1s62 1s63 1s64 1s65 1s66 1s67 1s68 1s69 1s701s71 1s72 1s73 1s74 1s75 1s76 1s77 1s78 1s79 1s801s81 1s82 1s83 1s84 1s85 1s86 1s87 1s88 1s89 1s901s91 1s92 1s93 1s94 1s95 1s96 1s97 1s98 1s99 1s1001s101 1s102 1s103 1s104 1s105 1s106 1s107

Social Studies1z1 1z2 1z3 1z4 1z5 1z6 1z7 1z8 1z9 1z101z11 1z12 1z13 1z14 1z15 1z16 1z17 1z18 1z19 1z201z21 1z22 1z23 1z24 1z25 1z26 1z27 1z28 1z29 1z301z31 1z32 1z33 1z34 1z35 1z36 1z37 1z38 1z39 1z401z41 1z42 1z43 1z44 1z45 1z46 1z47 1z48 1z49 1z50

Health & Physical Education1p1 1p2 1p3 1p4 1p5 1p6 1p7 1p8 1p9 1p101p11 1p12 1p13 1p14 1p15 1p16 1p17 1p18 1p19 1p201p21 1p22 1p23 1p24 1p25 1p26 1p27 1p28 1p29 1p301p31 1p32 1p33 1p34 1p35 1p36 1p37 1p38

The Arts1a1 1a2 1a3 1a4 1a5 1a6 1a7 1a8 1a9 1a101a11 1a12 1a13 1a14 1a15 1a16 1a17 1a18 1a19 1a201a21 1a22 1a23 1a24 1a25 1 1a26 1a27 1a28 1a29 1 1a30 11a31 1 1a32 1a33 1a34 1a35 1a36 1 1a37 1a38 1a39 1a401a41 1a42 1 1a43 1 1a44 1a45 1a46 1a47 1a48 1a49 1a501a51 1a52 1a53 1a54 1a55 1a56 1a57 1a58 1a59 1a601a61

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Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record5 Checklist2 Rubric

Assessment Strategies

3 Conference4 Observation1 Performance Task

Groupings

3 Students Working As A Whole Class2 Students Working In Small Groups5 Students Working Individually

Teaching / Learning Strategies

4 Advance Organizer1 Classifying1 Conferencing1 Demonstration1 Experimenting1 Graphing1 Guided Writing1 Learning Centres1 Learning Log/ Journal1 Mini-lesson1 Open-ended Questions2 Working With Manipulatives

Analysis Of Unit Components

6 Subtasks 48 Expectations 88 Resources 46 Strategies & Groupings

-- Unique Expectations -- 4 Language Expectations 23 Mathematics Expectations 7 Arts Expectations

Resource Types

3 Rubrics 45 Blackline Masters 0 Licensed Software 2 Print Resources 0 Media Resources 4 Websites 28 Material Resources 4 Equipment / Manipulatives 0 Sample Graphics 1 Other Resources 0 Parent / Community 1 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Jul 23, 2001 at 12:22:01 AM Page H-1

Documents

Portrait of Me - Queen's University Library · Portrait of Me Using Data to Understand Myself Length of Unit: approximately: 14.7 hours An Integrated Unit for Grade 1 Written using