Curriculum planning for other areas

Here is a list created to show how two other curriculum areas can be incorporated into our big idea of "Ice". Curriculum expectations taken from The Full- Day Learning Kindergarten Program.



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 Curriculum learning Expectations for math:

Math- “M2.1 compare and order two or more objects according to an appropriate measure (e.g., length, temperature) and use measurement terms (e.g., hot/cold for temperature, small/medium/ large for capacity, longer/shorter)" ( Ontario Ministry of Education, 2010, p103).

Eg: when comparing the water temperature to the ice temperature, when comparing the height of their growing ice with other objects in the room.

Math-“DM5.4 use mathematical language in informal discussions to describe probability"( Ontario Ministry of Education, 2010, p.111).

Eg: children may say " I think the two pieces of ice will melt faster if we add salt".

Math- “G3.6 demonstrate an understanding of basic spatial relationships and movements (e.g., use above/below, near/far, in/out; use these words while retelling a story)" ( Ontario Ministry of Education, 2010, p.108).

Eg: children may use these terms when explaining what they did “ I put the cream in the bag” “ I poured that on top of the ice cube”. 

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Curriculum learning Expectations for art:

Art-“V2.2 explore different elements of design (e.g., colour, line, shape, texture, form)" in visual arts ( Ontario Ministry of Education, 2010, p.153).

Eg: if ice cubes are dyed different colors, children may explore the different colours they make as they melt together, they can also explore the texture of different materials as they come in contact with the melting ice.

Art- “M2.1 explore different elements (e.g., beat, sound quality, speed, volume) of music (e.g., clap the beat of a song; tap their feet on carpet and then on tile, and compare the sounds; experiment with different instruments to accompany a song)" (Ontario Ministry of Education, 2010, p. 147).

Eg: Children may explore the different elements of music by placing ice into different size and shaped cans and shaking them, they can also add other natural material or loose parts to see what other sounds they can make.