Projects

Introduction

Each project is presented using a different format. Some are written in general terms while others are more detailed. Some suggest ideas for integration within the five strands of this curriculum, while others suggest activities which integrate the Common Essential Learnings or other Required Areas of Study.

These projects are meant to be a sample of many activities in which students should become involved. It is suggested that teachers collect and insert additional project ideas into this section.

Learning to Count

Method:

• The teacher will introduce the topic of counting in different languages to the class. The class will be asked to count in as many languages as they know. (For example, they may be able to count in French because of watching Sesame Street.)

• The teacher will then ask the students if they think their parents, grandparents, etc. may know how to count in other languages. A list of questions to ask various people will be generated with the class. These questions could include such things as:

  What country were you born in? Your parents? Your grandparents?
  Did you ever speak any other languages? If you did, can you remember any words from the language?
  Can you count in any other languages?

• If someone can count in another language, have the students tape the person counting so that the pronunciation can be learned. The person could also write out the words for the numbers if they can write the language. Some adults may even remember counting rhymes and/or songs from their childhood that they would be willing to share with the students.

• Any students who were able to obtain information about other languages could present their findings to the class. Perhaps the person who speaks the other language could be invited in to teach the class how to count in the language.

• The other members of the class will then learn how to count in the various languages presented.

Alternate Activities:

• The students could make posters which have a picture and the word for the number represented by that picture. This could be original artwork, collages, etc. It might be possible to include both the English number word and the other language on the same poster.

• A similar activity for the geometric shapes could also be conducted. It should be noted that some languages may not have words for all of the geometric shapes and this could lead to discussions about cultural differences.

• This assignment could be done by older students within the school and then they could teach the Grade One or Two class what they have collected. They could create the posters, workbooks and activity sheets, and design other learning activities for the class.

Scavenger Hunt

The activity could be expanded by having them place the words of the item on each of the objects after the matching is completed.

When the hunt ends, groups describe the articles they found to match and where they found them.

They may also wish to decide whether the example was an acceptable match.

You may wish to give the students examples of shapes and ask them to find them in other objects. e.g., Find something that has the shape of a quarter. Find something that has the shape of a marble.

Examples of scavenger items:

• objects   - spheres, cones, cubes
• shapes   - squares, rectangles, circles, triangles
• numbers - less than ten, more than ten, between 20 and 30
• symbols  - +, -, ¢, =
• coins      - up to one dollar

Counting Caper

• The students are detectives and must count the number of each object from a collaborative list compiled by the class. Brainstorming can be used to create such a list of objects. The possible items might include: chairs, tables, doors, exit signs, lamps, shoes, horses, cats, plants, tractors, trucks, cars, or family members.

• A follow-up activity might include constructing a picture graph to display the collected information. (Stickers or pictures from magazines could be used.)

• Display the graph on the bulletin board for all to see.

"100" Day

There are many activities that strengthen students understanding of the numbers to one hundred.

• On the number strip, circle the even numbers, box the multiples of three, draw triangles around the multiples of five, etc. Use as a number line.

• Write the numbers one to one hundred.

• List things that we do or buy in 100's.

• Predict when the 100th day of school will arrive (before New Year, after Valentine's Day, etc.)

• Make number strips to coincide with the number of days we have been in school (1-10, 11-20, 21-30, ...). Look for patterns as in a 100 chart.

• Add 1 stick to the counting box until 10 is reached. Bundle and attach next to 10, 20, 30,....

• Count down from 100 to 1 by crossing off numbers.

• Plan activities which include 100 items.

• Each student brings 100 items of their choice (that fit into a grocery bag), weighs them, measures their total length, and graphs the results.

• Decorate a cake with 100 candies.

• Blow up 100 balloons of different colours and shapes. Graph the numbers of each colour and shape.

• Estimate, then check if possible, objects in the classroom or school that total less than, more than, or exactly 100. Chart the results.

• Estimate the 100th word in a book. Read that far. A partner completes the sentence and counts the words.

• Students do performances that contain 100 items (e.g., 100 cartwheels).

Growing Plants

Method:

Gather (from a farm or elevator field trip) various types of Saskatchewan grain. Include varieties of grains with significant differences in size. Some examples are sunflower seeds, pea seeds, faba beans or flax. (The CN Grains Kit shows seed samples for easy identification by students.) The quantity of grains needed will depend on the number and kind of activities given to the students.

Common Essential Learnings: The Common Essential Learnings can be incorporated throughout any of the following activities.

Activities: It is intended that these activities focus on aspects of agriculture in Saskatchewan. This is reflective of the Agriculture in the Classroom project.

Mathematics

Strand: Problem Solving

1. Larger grain seeds (peas, beans, sunflower seeds) can be used for manipulatives. Students could create addition or subtraction questions using manipulatives. Indicate to the students that these grains examples of some of the field crops grown in Saskatchewan. (Understanding)

2. Students can be shown samples of various grains in plastic medicine bottles. One sample could be shown and the number of seeds given. Students could predict how many seeds were in the other. Students could predict how many there are all together. (Reflection)

1. Data could be acquired by counting the number of seeds in various samples. This could be done in conjunction with the activity on reflection. Results of both activities could be graphed accordingly. (Collecting, organizing and displaying)

1. Using grain samples as manipulatives, students count the total number of seeds in the sample and then partition it into several quantities. (Whole Numbers - Foundations)

2. Samples can be made for students to consider concepts of "more than", "less than", "equal to". (Whole Numbers - Foundations)

1. Using toy farm equipment or pictures from machinery books have students identify and name examples of plane geometric figures in the environment. A farmer or extension agrologist could be used as a resource person to explain what the function is of each piece of machinery.

1. (Use in conjunction with the Core Unit in Science on Plant Growth, activity #3.) Students can estimate and measure plant growth using non-standard measuring devices. Measuring devices could be used to measure length. Have the students reflect on the things (soil, air, water) plants need for growth. For those plants that are less vigorous have students reflect on why they are not as healthy. Have them suggest the things that crops need for growth.

2. Outline geometric shapes. Have students explore area using various grains to show area.

3. Design a variety of problems relating to money using grain prices and quantities rounded off to an appropriate figure. Another activity could use the prices of food produced from various grains. Examples are doughnuts, bread, pasta, cooking oil, sunflower seeds, etc.

Science - Core Unit on Plant Growth

English Language Arts - Teachers are encouraged to use the listing of Instructional Strategies in the English Language Arts Curriculum Guide. The following are examples of instructional strategies which can be used with this project on plant growth.

Brainstorming - students brainstorm to develop vocabulary lists and pre-writing ideas.

Categorizing - categorize colours, sizes, numbers, plants. This strategy can be used after brainstorming to categorize ideas that students have generated.

Making books and charts - use in conjunction with the Core Unit on Plant Growth, activity #3.

Webbing - Use in conjunction with categorizing.

Arts Education

Music - Have students make a variety of shakers. Compare the sounds. Discuss the life of early settlers and the home-made instruments which often grew from a rural tradition.

Drama - Students could role play farm activities. Encourage both boys and girls to assume different roles. Ask students to act out their own farm experiences.

Art - Many art projects can be associated with this project. Local artists could discuss their works and how the Saskatchewan perspective is portrayed in their art.

Mathematics Quiz Show

Produce a "Mathematics Game Show" based on what you know or can find out about mathematics.

You may use ideas from T.V. game shows with which you are already familiar or create your own original show. (CCT)

You should make decisions regarding:

• the name of the show
• the rules of the show
• the number of contestants
• the props and materials
• the questions
• the prizes

The group may wish to record the production. Obtain the use of a video camera and make the process more real to life. (TL) Senior students may wish to do the taping. Students would love to view their show at a later time. This allows them to evaluate their own performance. (CCT)

Competitions with other classes or schools may add interest and incentive.

Integration with other areas.

Arts Education

• designing the decorations, signs, props
• drama

• writing the script, questions

• related questions

• designing the questions and finding the answers

Survey

• The students can work cooperatively in groups to brainstorm for questions that they have about their community.

• The students can decide on the sample they wish to survey.

• Upon returning to the classroom, organize the results into a chart with headings.

• Graph the results using a bar graph.

• In pairs or groups, students prepare a written report on what they have learned about their community. They can make interpretations and conclusions based on the information.

• To share what they have learned, the students report to the class with an oral presentation and bulletin board display.

Bake Sale

• Both girls and boys work together to make cupcakes from a mix. Measure the oil, water, and other ingredients. Discuss the origin of the ingredients.

• Count the number of cupcakes and determine the unit cost taking into consideration production costs and profit margin.

• Practice skills at counting money by selling the cupcakes to the other classrooms.

• Conclude by determining the profits and reflecting on the success of the project.

Geometry Walk

• Students take a walk around the neighbourhood taking pictures of two- and three-dimensional objects. They identify the objects and display them in a collage or in an organized chart. They also write about their display or give an oral presentation to the entire class.

• In addition, students could collect various two- and three-dimensional objects on their walk. (boxes, bottles, cartons, leaves, stones, sticks, etc.) They could construct a castle, monster or space ship with these objects. The students could make evaluations of the shapes that were the best for construction.

Measurement In Our Lives

As a group create a display to show:

• types of measurement e.g., length, area, capacity, volume, mass, time, temperature, angles
• units used in measurement e.g., cm, cm², L, cm³, °C
• tools used to measure e.g., metre sticks, cubes, thermometers
• places we most often use measurement e.g., cooking, agriculture, shopping

Students should collaborate on planning the project and dividing of specific tasks. They may brainstorm to assist one another with ideas for gathering and displaying data. Everyone should feel that they have the opportunity for equal input and share equal responsibility for the final outcome. (PSVS)

Students may write summaries related to their thoughts about measurement and its importance in our modern world. The group might present their project to the class or to other classes. (C)

The group should collaborate on sketching out a plan that illustrates the display. This is important so that each member of the group has a vision of the final product. (CCT)

Students may wish to create alternate measuring devices from those with which they are familiar. (CCT)

Integrate with other areas.

Science

• weather, fossils and rocks, energy

• distances in Saskatchewan
• weather
  • rainfall, wind, temperature
• area
  • compare Saskatchewan to other provinces
• cooking
  • recipes with Saskatchewan grown products
  • ethnic foods

• writing, oral presentations

• distance, time, angles

• sketching plans

Lunches

Ask a group of students to brainstorm for ideas as to how they could find the answers to the above questions.

Sorting containers for recycling can be set up.

Once they are confident that they have explored all methods ask them to make final decisions on the process to be used.

• They may find the actual mass of each student's lunch bag or kit and add them together to calculate the total.

• They may find the mass of a few lunches and from their measurements calculate the average for one lunch and then multiply by the total number of lunches.

• They may find the mass of a group of ten lunches and calculate the total by multiplying by the number of similar groups.

• They should research and compare lunches to the food groups and to food produced in Saskatchewan.

• After students have eaten their lunches they must decide how they are going to find the mass of the remaining items.

• From the mass of the remaining items they will be able to calculate the total mass of the food eaten.

Are we eating healthy lunches?

Ask the students to design a display showing their results and recommendations.

Beadworking

• The teacher may want to approach this project by contacting the local band council or some other community resource for the names of possible facilitators of this project. This person could be invited into the class (following proper procedures) to explain about beadworking, demonstrate how to do it, and help the students develop and execute a simple pattern.

• Once the students have mastered a simple project, may want to design and execute a pattern of their own. They could then explain their project to the rest of the class or to students from other classrooms.

• The students could do research into beadworking such as the historical uses, the meanings of the patterns and colours, and the uses of wampum.

Building An Ice Castle

• Build an ice castle out of ice blocks made from frozen water in 2L milk cartons. This could also be done on a smaller scale using other cartons.

• Collect, count and fill milk cartons daily (may require 5 to 6 weeks depending on the time it takes to collect the cartons).

• Students can draw a detailed design of the ice castle (scale).

• Students can estimate the number of cartons required and the amount of time it will take to collect the cartons.

• Students work cooperatively in groups to build the castle. Students may wish to design a pattern using various coloured ice blocks.

• Follow up activities include:
  • calculating the perimeter of the castle
  • calculating the area of the walls
  • calculating the volume

Buying Your "Special" Car

• Decide on the maximum amount of money that you can spend.

• Gather data from:
  • automobile dealers
  • newspapers
  • automobile magazines
  • consumer's guides
  • surveying owners

• Compare:
  • prices
  • specifications
    • gas consumption, weight, wheel base, capacities, etc.
  • options
    • air conditioning, power locks, power windows, interior, etc.
    • which options do you think are necessary?
  • designs
    • aesthetics, aerodynamics, etc.
  • environmental aspects

• Design a display to include:
  • pictures
  • pamphlets
  • models
  • articles
  • your choice and why?

The "Banquet"

• menu planning in regards to the numbers of people to be fed and how much food is needed;

• budget planning in regards to materials which need to be purchased for the banquet;

• comparative shopping through the newspaper when planning the shopping list;

• arranging the seating for the banquet; and,

• scheduling when things must be done and how long it will take.