Welcome to the Primary Computer Document Webpage

KidPix Activities

Claris Activities

Share Zone

Return to Curriculum   

 Last updated: October 24, 2002

This document has been created by Renfrew County teachers. Special thank you to Ruth Crozier, Grade 2 teacher at Cobden P.S. and Tawni Welk of the IT Department.

Quickly access different parts of the document by clicking on the titles below:

View Scope and Sequence (K to 8)          Guidelines for Kindergarten        Guidelines for  Grade One        Guidelines for Grade Two     Guidelines for Grade Three        Achievement Chart        RC Software        Websites

Introduction

This document has been designed to help teachers interpret Ministry Curriculum expectations with respect to computer usage and integration. A scope and sequence continuum is included to provide teachers with an organization of the computer skills that need to develop at each grade level (from Kindergarten to Grade Eight).

 Using Computers in a School Setting.

 The Ontario Curriculum makes numerous references to computers and student usage, sometimes explicitly (i.e., Language, Grade 2: identify different technologies (e.g., television, radio, the Internet, CD-ROMs, a videocassette recorder) and understand that they serve different functions;) and sometimes as a suggestion (i.e., Mathematics, Grade 4: pose problems involving whole numbers and solve them using the appropriate calculation method: pencil and paper, or calculator or computer). The Computer Skills Guideline enclosed gives a complete list of both of these references.

 The computer-related expectations cited above are not meant as the only instance of computer use in the classroom. Additional descriptions can be found throughout the Ontario Curriculum that directs teachers and students to computer usage.

 In the Social Studies, History and Geography Curriculum Document and the Science and Technology Curriculum Document

The use of computers can extend and enrich students’ learning in science and technology, social studies, history, and geography in important and unique ways.  Whenever possible, therefore, students should be encouraged to use computers.  For example, students can peruse the World Wide Web to learn about these subject areas, communicate with students in other schools and in other parts of the world through the Internet to broaden their understanding of global issues.  In addition, students can use computer programs to compile, organize, and store data gathered through investigation; to write reports and papers in which they present their findings (using word-processing programs and spreadsheets); and to work with simulations in areas of study in which field studies are not feasible

 Math Curriculum Document                                                 

Students are expected to use calculators or computers to perform operations that are lengthier or more complex than those covered by the pencil-and-paper expectations.  When students use calculators and computers to perform operations, they are expected to apply their mental computation and estimation skills in predicting and checking answers.  Students will also use calculators and computers in various experimental ways to explore number patterns and to extend problem solving.

 Primary Computer Software

 There are hundreds of software titles that have been licensed for classroom use either by our Board or the Ministry of Education. To assist you in the selection process, the Renfrew County Computer Document Committee (CompDoc) has carefully reviewed and selected several OESS titles that comprise a core group of software that is available on all elementary school computer labs. By focusing on a small group of software for their grade(s) teachers can reduce the total number of titles they need to learn/teach for their entire instructional program. A complete list of OESS titles can be found on their website at: http://www.osapac.org             

In summary, the resources included in this document are: a Scope and Sequence chart, a Computer Skills Guideline, a Computer Skills Achievement Levels, a Software List and an Internet Websites list.

 Etienne Lantos, Curriculum Department


 Acknowledgements 

The Renfrew County District School Board wishes to acknowledge the contribution of the following individuals for their work in the creation of this document:

 Document Writing Team:

 Ruth Crozier                             Teacher                                    Cobden and District PS           

 Advisor:

Connie Birch                            Teacher                                    Laurentian PS

 Organizations:

Thank you to the Limestone District School Board for sharing their ideas and resources included in this document.

 Project Chair:

Etienne Lantos, Elementary Math, Science and Technology Consultant, RCDSB

 

SCOPE AND SEQUENCE

FUNDAMENTAL COMPUTER SKILLS

 I = Introduce    R = Reinforce   IU = Independent User

1.  Use and understand basic computer-related terms

K

1

2

3

4

5

6

7

8

a.  Login

I

R

IU

IU

IU

IU

IU

IU

IU

b.  Cursor

I

R

R

IU

IU

IU

IU

IU

IU

c.  Icon

I

R

R

IU

IU

IU

IU

IU

IU

d.  Scroll bar

I

R

R

IU

IU

IU

IU

IU

IU

e.  Hour glass/busy

I

R

IU

IU

IU

IU

IU

IU

IU

f.  Word processor

 

 

I

R

IU

IU

IU

IU

IU

g.  Internet

 

 

 

I

R

R

R

IU

IU

h.  Minimize

 

 

 

I

R

IU

IU

IU

IU

i.  Maximize

 

 

 

I

R

IU

IU

IU

IU

j.  Network

 

I

R

R

IU

IU

IU

IU

IU

k.  Folder

 

 

I

R

IU

IU

IU

IU

IU

l.  Open file

 

 

I

R

R

R

R

R

IU

m.  Toolbar

 

 

I

R

R

IU

IU

IU

IU

n.  Hardware

 

 

I

R

IU

IU

IU

IU

IU

o.  Software

 

 

I

R

IU

IU

IU

IU

IU

p.  Copyright

 

 

 

 

I

R

IU

IU

IU

q.  Software piracy

 

 

 

 

I

R

R

IU

IU

r.  License agreement

 

 

 

 

I

R

IU

IU

IU

s.  Multimedia

 

 

 

 

I

R

R

R

R

t.  Help

 

 

 

 

I

R

R

IU

IU

u.  File

 

 

 

I

R

R

R

IU

IU

v.  Electronic mail (e-mail)

 

 

 

I

R

R

R

IU

IU

w.  Desktop publishing

 

 

 

 

 

I

R

R

R

x.  Spreadsheet

 

 

 

 

I

R

R

R

R

y.  Cell

 

 

 

 

I

R

R

R

R

z.  Column

 

 

 

 

I

R

R

R

R

aa.  Row

 

 

 

 

I

R

R

R

R

bb.  Formula

 

 

 

 

 

 

 

I

R

cc.  Boolean search

 

 

 

 

 

 

 

I

R

2.  Identify basic computer hardware components and peripheral devices

K

1

2

3

4

5

6

7

8

a.  Keyboard and mouse

I

R

R

R

IU

IU

IU

IU

IU

b.  Monitor

I

R

R

R

IU

IU

IU

IU

IU

c.  Printer

I

R

R

R

R

R

R

R

R

d.  Headphones/speakers

I

R

R

R

IU

IU

IU

IU

IU

e.  CD ROM

I

R

R

R

IU

IU

IU

IU

IU

f.  Hard drive

 

I

R

R

R

R

IU

IU

IU

g.  Floppy drive

 

I

R

R

R

R

IU

IU

IU

h.  Disk

 

I

R

R

R

R

IU

IU

IU

i.  File server

 

I

R

R

R

R

IU

IU

IU

3.  Care and appropriate use of hardware

K

1

2

3

4

5

6

7

8

a.  Demonstrate appropriate care and use of keyboard

I

R

R

R

IU

IU

IU

IU

IU

b.  Demonstrate appropriate care and use of mouse

I

R

R

R

IU

IU

IU

IU

IU

c.  Demonstrate appropriate care and use of computer disks

I

R

R

R

IU

IU

IU

IU

IU

d.  Demonstrate appropriate care and use of CD ROM

I

R

R

R

IU

IU

IU

IU

IU

e.  Demonstrate ability to turn computer off/on independently

 

 

I

R

IU

IU

IU

IU

IU

f.  Demonstrate appropriate care and use of printer

I

R

R

R

R

R

R

R

R

g.  Demonstrate appropriate care and use of special keyboard keys ( Shift key, arrow keys, backspace, Enter key).

I

R

R

R

IU

IU

IU

IU

IU

h.  Demonstrate appropriate care and use of special keyboard keys (Ctrl, Alt, Delete, Tab, Esc, Caps Lock, Num Lock).

 

 

I

R

R

R

R

IU

IU

i.  Demonstrate appropriate care and use of special keyboard keys (Home, End, Page Up, Page Down, Insert).

 

 

 

 

I

R

R

IU

IU

4.  Identify the functions of and advantages of computer productivity software

K

1

2

3

4

5

6

7

8

a.  Word processing

 

 

 

I

R

R

R

IU

IU

b.  E-mail and Internet

 

 

 

I

R

R

R

IU

IU

c.  Spreadsheet

 

 

 

 

I

R

R

R

R

5.  Use basic computer management skills

K

1

2

3

4

5

6

7

8

a.  Demonstrate ability to access and exit software

I

R

R

IU

IU

IU

IU

IU

IU

b.  Demonstrate ability to manage files (saving retrieving)

 

I

R

R

R

IU

IU

IU

IU

c.  Demonstrate ability to organize files

 

 

 

 

 

I

R

IU

IU

6.  Shows understanding of appropriate legal and ethical conduct

K

1

2

3

4

5

6

7

8

a.  Demonstrate appropriate use of computers

I

R

R

R

R

R

R

R

R

b.  Demonstrate appropriate use of etiquette

I

R

R

R

R

R

R

R

R

c.  Following the RCDSB policy regarding technology resources

I

R

R

R

R

R

R

R

R

d.  Respecting the privacy of all users through the use of security outlined in RCDSB policy

I

R

R

R

R

R

R

R

R

e.  Obeying copyright laws

 

 

 

I

R

R

R

R

R

7.  Use of network

K

1

2

3

4

5

6

7

8

a.  Demonstrate appropriate us of log in numbers/names

I

R

R

R

R

R

R

R

R

b.  Demonstrate appropriate use of network printing

 

I

R

R

R

R

R

R

R

c.  Save files to individual home directories

 

I

R

R

R

R

R

R

R

d.  Use multiple storage drives (A:\, C:\)

 

 

 

I

R

R

R

R

R

e.  Access on-line information for research

 

 

 

I

R

R

R

R

R

f.  Send and receive electronic mail (e-mail)

 

 

 

 

I

R

R

IU

IU

 

WORD PROCESSING SKILLS

1.  Create and save new documents

K

1

2

3

4

5

6

7

8

a.  Save as an appropriate filename

 

 

I

R

IU

IU

IU

IU

IU

b.  Use save and save as (and direct to the proper drive)

 

 

I

R

IU

IU

IU

IU

IU

2.  Open, view and print documents

K

1

2

3

4

5

6

7

8

a.  Print entire document

 

I

R

R

R

R

IU

IU

IU

b.  Use print preview

 

 

I

R

IU

IU

IU

IU

IU

c.  Print selected parts

 

 

I

R

R

R

IU

IU

IU

3.  Use correct touch typing skills

K

1

2

3

4

5

6

7

8

a.  Complete typing course

 

 

 

I

R

R

R

R

R

b.  Use correct fingering to touch type

 

 

 

I

R

R

R

IU

IU

4.  Format documents

K

1

2

3

4

5

6

7

8

a.  Select font style and size

 

I

R

R

IU

IU

IU

IU

IU

b.  Edit text (highlighting)

 

I

R

R

IU

IU

IU

IU

IU

c.  Indent

 

 

 

 

I

R

IU

IU

IU

d.  Justify text

 

 

 

 

I

R

IU

IU

IU

e.  Line spacing

 

 

 

 

I

R

IU

IU

IU

f.  Select page orientation

 

 

 

 

 

 

I

R

R

g.  Margins

 

 

 

 

 

 

I

R

R

h.  Set tabs

 

 

 

 

 

 

I

R

R

i.  Use headers, footers, and pagination

 

 

 

 

 

 

I

R

R

5.  Edit text

K

1

2

3

4

5

6

7

8

a.  Change font style and size

 

 

I

R

R

R

R

IU

IU

b.  Cut, copy, paste, and delete text

 

 

I

R

R

IU

IU

IU

IU

c.  Use spell check

 

 

 

I

R

R

IU

IU

IU

d.  Use thesaurus

 

 

 

 

 

 

I

R

R

6.  Advanced word processing techniques

K

1

2

3

4

5

6

7

8

a.  Insert graphics

 

 

 

 

 

I

R

IU

IU

b.  Size graphics

 

 

 

 

 

I

R

IU

IU

c.  Use drawing tools in word processing

 

 

 

 

 

I

R

IU

IU

 

DESKTOP PUBLISHING

1.  Use of desktop publishing program (e.g. Microsoft publisher

K

1

2

3

4

5

6

7

8

a.  Columns

 

  

 

 

 

 

I

R

R

b.  Tables

 

 

 

 

 

 

I

R

R

c.  Insert, adjust, and differentiate frames

 

 

 

 

 

 

I

R

R

d.  Formatting conventions (customizing)

 

 

 

 

 

 

I

R

R

e.  Work/use different templates (e.g. brochure)

 

 

 

 

 

 

I

R

R

 

MULTIMEDIA SKILLS

1.  Prepare an electronic presentation (Kidpix, Hyperstudio, Claris Homepage, Powerpoint)

K

1

2

3

4

5

6

7

8

a.  Create and edit slides/screens

 

 

 

I

R

R

R

R

R

b.  Add and edit text, graphics, font, size, colour, background

 

 

 

I

R

R

R

R

R

c.  Design a presentation using 3 or more different forms of media using research in a real world context

 

 

 

 

 

 

I

R

R

2.  Customize (optional)

K

1

2

3

4

5

6

7

8

a.  Add slide transitions to your slide show

 

 

 

 

I

R

R

R

R

b.  Use sounds to enhance presentation

 

 

 

 

I

R

R

R

R

c.  Place video in presentation

 

 

 

 

 

 

 

I

R

d.  Create slide layouts for tables and/or charts

 

 

 

 

 

 

 

I

R

e.  Create a hyperlink to at least one web site

 

 

 

 

 

 

 

I

R

f.  Arrange slides/screens in a logical and appropriate order

 

 

 

 

 

 

 

I

R

g.  Animate text and/or graphics to add impact

 

 

 

 

 

 

 

I

R

3.  Save

K

1

2

3

4

5

6

7

8

a. Save a presentation as a new and/or existing presentation and close the file

 

 

 

I

R

R

IU

IU

IU

b.  Save As presentation to a new location (shared directory for presentation)

 

 

 

I

R

R

IU

IU

IU

   

INTERNET

1.  Use of internet

K

1

2

3

4

5

6

7

8

a.  Understand how the system works both at school and at home

 

 

 

 

I

R

IU

IU

IU

b.  Netiquette (personal information and contact safety)

 

 

 

 

I

R

IU

IU

IU

c.  Use terminology of the internet (e.g. e-mail, newsgroups, etc.)

 

 

 

 

I

R

IU

IU

IU

d.  Use a search engine

 

 

 

 

 

I

R

IU

IU

e.  Perform an advanced search

 

 

 

 

 

 

I

R

IU

f.  Navigate using a browser

 

 

 

 

I

R

IU

IU

IU

g.  Save text and images from the web (right-click on mouse)

 

 

 

 

 

I

R

IU

IU

h.  Document citations (references and sources)

 

 

 

 

I

R

R

IU

IU

  

SPREADSHEETS

1.  Create and save spreadsheet

K

1

2

3

4

5

6

7

8

a.  Identify intended use

 

 

 

 

I

R

R

R

R

b.  Specify data organization

 

 

 

 

I

R

R

R

R

c.  Determine columns and rows

 

 

 

 

I

R

R

R

R

d.  Set cell attributes

 

 

 

 

I

R

R

R

R

e.  Create simple calculation formulae

 

 

 

 

 

 

 

I

R

f.  Enter and edit data

 

 

 

 

I

R

R

R

R

2.  Retrieve Data

K

1

2

3

4

5

6

7

8

a.  Sort data

 

 

 

 

 

I

R

R

R

b.  Create chart(s)

 

 

 

 

 

I

R

R

R

c.  Print spreadsheet

 

 

 

 

 

I

R

R

R

3.  Edit data

K

1

2

3

4

5

6

7

8

a.  Insert column or row

 

 

 

 

I

R

R

R

R

b.  Delete column or row

 

 

 

 

I

R

R

R

R

c.  Use fill down/across

 

 

 

 

I

R

R

R

R

d.  Save updated spreadsheet

 

 

 

 

I

R

R

R

R

4.  Generate graphs from spreadsheet

K

1

2

3

4

5

6

7

8

a.   Determine and create appropriate type of graph

 

 

 

 

I

R

R

R

R

b.  Incorporate graphs in word processing

 

 

 

 

 

I

R

R

R

Back to Top

Kindergarten Computer Skills Guideline

 Apply Knowledge to Operate Hardware

 -  identify computer components and peripherals (keyboard, mouse, monitor, printer)

-  apply rules for proper care of computers (no keyboard bashing, no food, no magnets, clean hands)

-  develop mouse skills (point, click, double-click, drag)

 Apply Knowledge to Operate Software

 -  start applications from desktop (double-click on program icon)

-  exit application

-  use suggested programs to enhance curriculum

-  respond to messages displayed on the screen (login, password, “Do you want to save/quit?”, okay, cancel, exit)

-  use a computer program to draw a picture

 Computer-related Expectations from Kindergarten Curriculum

 Writing

-  write using a variety of tools and media (e.g., crayons, paper, computer, chalkboard, coloured markers, cardboard)

-  use a variety of media (e.g., computer software, tapes, filmstrips)

 Science and Technology

-  use familiar technology appropriately (e.g., overhead projectors, cassette records, computers)

-  work with others in using technology (e.g., share tools, build as a group, work in pairs at the computer)

Back to Top

Grade One Computer Skills Guideline

 Apply Knowledge to Operate Hardware

 -  turn on/shut down

-  operate printer with assistance (send jobs to the printer only after teacher has previewed their work)

-  communicate problems to teacher (printer won’t print, mouse won’t move, no sound, computer frozen)

 Apply Knowledge to Operate Software

 -  care and handling of CDs (hold by edges, store in case) if applicable

-  use suggested programs to meet curriculum-related expectations

-  respond to text messages displayed on the screen (login, password, cancel, okay)

-  demonstrate understanding of waiting when hourglass is present

-  use the space bar, shift, delete (backspace), return keys

-  produce and print a poster, sign, or card using simple text and graphics

 Computer-related Expectations from Grade One Curriculum

 Writing

-  use some materials from other media (e.g., computer clip-art) to enhance their writing

 Oral and Visual Communication

-         create some media works

 Mathematics (Patterning and Algebra)

-  use a calculator and a computer application to explore patterns

 Social Studies (Heritage and Citizenship)

-  construct and read for specific purposes concrete, pictorial and simple maps, graphs, charts, and diagrams

 Music

-  communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (e.g., computer, paints, crayons)

 Back to Top

Grade Two Computer Skills Guideline

 Apply Knowledge to Operate Hardware

 -  login (log-off) independently

-  send jobs to the printer with permission from the teacher

-  acknowledge minor computer-related problems (printer out of paper, volume too low/high, computer/mouse frozen)

-  begin to recognize general character layout on keyboard

 Apply Knowledge to Operate Software

 -  proper care and handling of CDs and/or floppy disks (if applicable)

-  use suggested programs to meet curriculum-related expectations

-  save a document or game for future use

-  open a saved file

-  begin to use word-processing programs to produce a simple piece of writing

-  change font, size, and style of text (concept of highlighting text)

-  introduction of centering text

-  type and print a hard copy of a short story or poem

 Computer-related Expectations from Grade Two Curriculum

 

Oral and Visual Communication

-  identify different technologies (e.g., television, radio, the Internet, CD-ROMs, VCR) and understand that they serve different

-  create simple media works

-  view, read, and listen to media works to obtain information and to complete assigned tasks (e.g., view or read the weather reports on television or in the newspaper)

-  use some materials from a variety of media to enhance their writing

-  visual presentation (use title to summarize content; use words and pictures to create a message; use underlining, colour, size of print for emphasis)

 Mathematics (Patterning and Algebra)

-  use a calculator and a computer application to explore patterns

 Social Studies

Heritage and Citizenship

-  make and read a variety of graphs, charts, diagrams, maps and models for specific purposes

 Canada and World Connections

-  construct and read a variety of graphs, charts, diagrams, maps and models for specific purposes (e.g., make graphs to compare the homes in various world communities)

-  communicate information, using media words, oral presentations, and written notes and descriptions (e.g., drawings to compare clothing and food in polar and equatorial countries)

-  record information on charts or data bases related to children around the world, including countries of origin, languages, food, clothing, homes and games

-  describe places observed through the media, comparing their climates and regions (e.g., near polar and near equatorial regions) with respect to weather, homes, food, clothing and activities

Back to Top

Grade Three Computer Skills Guideline

 Apply Knowledge to Operate Hardware

 -  login (log-off) independently

-  send jobs to the printer after previewing

- understand differences between stand-alone system and network set-up

Apply Knowledge to Operate Software

 -  use suggested programs to meet curriculum-related expectations

-  save a document or game for future use to a hard drive location or floppy disk

-  retrieve saved information independently

-  use a keyboarding program to help develop proper keyboarding skills

-  use word-processing programs to produce hard copies of personal writing

-  change font, size, and style of text to enhance visual presentation of documents

-  introduction of copy and paste (text or clip art)

-  perform simple editing of word processing documents (spell-check, insert, delete)

-  create a simple slide show using a presentation program (e.g., KidPix)

-  use Internet in supervised setting for research purposes

 Computer-related Expectations from Grade Three Curriculum

 Writing

-  use materials from other media (e.g., sketches) to enhance their writing

 Mathematics (Patterning and Algebra)

-  use a calculator and a computer application to explore patterns 

Science and Technology

-  record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs

-  communicate the procedures and results of investigations for specific purposes and to specific audiences, using demonstrations, drawings, simple media works, and oral and written descriptions (e.g., demonstrate how an object moves through a magnetic maze they have created)

Social Studies

-  locate key information about pioneer communities from primary sources (e.g., local museums) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs, charts, graphs, maps, models)

-  communicate information, (e.g., concerning the comparison of urban and rural communities) using media works, oral presentations, written notes and descriptions, and drawings (e.g., design a poster advertising a pioneer tool)

-  construct and read graphs, charts, diagrams, maps and models for specific purposes (e.g., to describe a community and its environment)

Back to Top

 

Computer Skills Achievement Levels 

Category

Level 1

Level 2

Level 3

Level 4

Fundamentals

-requires assistance to

demonstrate simple skills for the basic operation of hardware and software

 -rarely demonstrates an awareness of the uses of computers

 

 -rarely demonstrates a responsible approach to using computers

Requires some assistance to demonstrate simple skills required for the basic operation of hardware and software

 -sometimes demonstrates an awareness of the uses of computers 

 

-sometimes demonstrates a responsible approach to using computers

-usually demonstrates simple skills required for the basic operation of hardware and software independently 

-usually demonstrates an awareness of the uses of computers

 

-usually demonstrates a responsible approach to using computers

-consistently demonstrates simple skills required for the basic operation of hardware and software independently 

-consistently demonstrates an awareness of the uses of computers

 -consistently demonstrates a responsible approach to using computers

Accessing

Information

-requires assistance to access and use a limited range of electronic sources of information 

-rarely uses appropriate strategies to locate and retrieve relevant electronic information

-requires some assistance to access and use a limited range of electronic sources of information 

-uses some appropriate strategies to locate and retrieve relevant electronic information

-usually is able to access and use a range of electronic sources of information 

 -usually uses appropriate strategies to locate and retrieve relevant electronic information

-independently accesses and uses a wide range of electronic sources of information 

-consistently uses effective strategies to locate and retrieve relevant electronic information

Processing and

Organizing Information

-requires assistance to use computer technology to explore, organize and manipulate information

 -requires assistance to use word processing techniques to organize information

-requires some assistance to use computer technology to explore, organize and manipulate information

-requires some assistance to use word processing techniques to organize information

-appropriately uses computer technology to explore, organize and manipulate information independently 

-usually uses a variety of appropriate word processing techniques to organize information

-effectively uses computer technology to explore, organize and manipulate information independently 

-effectively uses a wide variety of word processing techniques to organize information

Communicating Information

-requires assistance to use software appropriately to produce a simple product that matches the intended purpose and audience

 -with assistance uses a limited range of design features to enhance the impact of a communication

-requires some assistance to use software appropriately to produce a simple product that matches the intended purpose and audience

 -with some assistance uses a limited range of design features to enhance the impact of a communication

-uses software appropriately to produce a product that generally matches the intended purpose and audience

  -competently uses a variety of design features to enhance the impact of a communication

-uses software creatively to produce a product that matches the intended purpose and audience

  -creatively uses a wide variety of design features to enhance the impact of a communication

 With permission from the Limestone District School Board

Back to Top


Software List

 

Software Title

 

Subject

Description

ABC Circus

 

Language

-Animated/motivational/addresses phonics

All the Right Type

 

Language

-Keyboarding

Autoskills-Academy of Reading

 

Language

-Introducing & mastering phonics

-Reading difficulties/learn to read

-Tests/assignments/certificates

-Technique, quality life-long skill

-Transferable across curriculum

Bailey’s Book House

 

Language

-Rhyming words

-Keyboarding

-Make a card/story

Claris Works 5.0

 

Cross Curricular

-Word Processing

-Slide Show

-Graphing

Interactive Reading Journey

 

Language

-Identifying letters

-Small words

Graphers

 

Math

-Bar/Line/Pie graphs

-Venn diagrams

KidPix

 

Language

-Drawing/Letters/Slideshows/Multimedia

Let’s Start Learning

 

Language

-Early learning concepts with reading

-Activities which develop language needs

Mathville Jungleway

 

Math

-Primary Math Concepts

Mathville Kidway

 

Math

-Primary Math Concepts

Mathville Speedway

 

Math

-Primary Math Concepts

Math Circus 1 & 2

 

Math

-Puzzles at various levels

Math Team Pro

 

Math

-Fundamental math application in a racing format

-Teacher Tracking utility

Math Trek 1,2,3

 

Math

-Tutorials

-Hands on activities for all math strands

-teacher tracking utility

Math Workshop

 

Math

-Numerous challenges for students to develop math concepts in all strands of math

Millie’s Math House

 

Math

-Activities incorporate primary math concepts

-Counting

-Building patterns

-Shapes

Plumo On the Farm

 

Cross Curricular

-Reinforces concepts in Math/Language Arts/

  French

Plumo At the Zoo

 

Language

-Animated/motivational

-Phonics

Pioneers (Grade 3)

 

Social Studies

-Pioneer Life in Ontario

Sammy’s Science House

 

Science

-Science Concepts

-Temperature

-Sorting

-Classifying

-Sequencing

Sitting On The Farm

 

Language

-Type stories

-Listen/Follow along stories

Storybook Weaver

 

Language

-Create stories in animated form

The Cat Came Back

 

Language

-Type stories

-Listen/Follow along stories

Theo, Leo and Manda

 

Cross curricular

-Computer skills

-Exploration

Back to Top

 

Websites

The websites listed below should all be active, however should you encounter a site that is inactive please contact the Curriculum Department.

Legend for Audience: T=Teachers; P=Parents; S=Students; Cross=Site for all

URL Address

Audience

Purpose

www.osapac.org/dbOess/dbExpect.asp

T - Cross

A complete database of provincial software

 

 

that can be used to match your topic's

 

 

specific expectations by grade !!!!!

www.osapac.org/dbOESS/bigpr.asp

T - Cross

Complete List of Prim. Div. OESS software

www.osapac.org/ontlinks.asp

T,P - Cross

Assists & implements curr. with software

www.google.com

T,P,S- Cross

Research

www.ask.com   (askjeeves)

T,P,S- Cross

Research

www.teoma.com

T,P,S- Cross

Research

www.metacrawler.com

T,P,S- Cross

Research

www.lycos.com

T,P,S- Cross

Research

www.altavista.com  www.altavista.ca

T,P,S- Cross

Research

www.excite.com

T,P,S- Cross

Research

www.yahoo.com, www.yahoo.ca, www.yahooligans.com

T,P,S- Cross

Research

www.copernic.com

T,P,S- Cross

Mega-search engine

www.mala.bc.ca/~mcneil/search.htx

T,P,S- Cross

Mega-search engine

www.about.com

T,P,S- Cross

Research

www3.sk.sympatico.ca/erachi

T,P

Drama

www.siec.kiz.us/~west/edu/wwwdo/index.html

T

Tutorial of integrating Net into class

www.gecdsb.on.ca/d&g/DP

T

Ont. Curr. Webquests

www.animation-station.com/bars/bars

T,S

clipart animation

www.bellsnwhistles.com

T,S

clipart animation

www.web-animator.com

T,S

clipart animation

www.ex.ac.uk/cimt

T,S

Math

www.aaamath.com

T,S

Math

www.sports-media.org

T,S  Phe./Health

Sport media

www.geocities.com/rod_oicklel

T

Unit plans

www.theteacherlist.ca

T

Unit plans

www.schoolnet.com

T

Unit plans

www.brainium.com

T

Unit plans, Technology

www.teachers.net

T

Unit plans

www.thegateway.org

T Cross

Additional educational material resources

www.iss.stthomas.edu/studyguides

T

Unit plans

www.yesican.yorku.ca

T

Science curriculum Ideas

http://teachers.net/mailrings

T

Teacher help and units

http://205.146.39.13

T

How to use software in class tutorials

www.linktolearning .com

T

Supports Ont. Curr. (K-8)

http://search.officeupdate.microsoft.com/ …

T, S, P

Teacher templates, professional forms to

 

 

begin documents or assessment reports

www.yourdictionary.com, www.dictionary.com

T,S,P

Online dictionary

www.sisweb.com/math/tables.htm

T,S

Math

www.funbrain.com

T,S

Math, Science

www.hbschool.com/glossary/math/index.html

T

Math: Harcourt Brace Resources

www.achilles.net/~stubbing/cceast/edubkmrk.htm

T

Bookmarks for Educators: E. Ont.

www.sodamail.com

T,S Kids Fun

join-kid-klicks@gt.sodamail.com

www.epals.com

T,S Cross

email, projects, current events

http://lincbd.on.ca/lincoln/lists/aaedu.htm

T,S Cross

Excellent Education Link(see sheets)

http://websight.com

T,S,P Cross

Excellent Link to everyday events (sheets)

www.tutorwiz.com

T,S,P, Cross 7-OAC

Tutorials, chat-rooms, forums

www.investinkids.com

T,P

Child development, social/emo.learning

www.media-awareness.ca/eng/webaware/home.htm

T,P

Web awareness, knowing issues at home

http://pao.ksc.nasa.gov/sim/index2.html

T,S Science

NASA librarians simulation shuttle

www.siteforteachers.com/index.html

T Cross

Chats, Units, lessons

http://www.ocup.org

T Cross

Curr. Units

www.exploratium.edu/snacks

T,S Science

Science demos

www.gomath.com

T, S Math

On-line math help (K-12)

www.gomath.com/algebra.html

T, S Math

as above, by topic area

www.nelson.com/nelson/school/discovery/cantext/

T,S History

Canadian Text Base Library

.../discovery/images/ncddimag.htm

T,S History

Canadian Image Base Library

www.colouring.ws/countries.htm

T History

County colouring book

www.library.ualberta.ca/guides/plagiarism/index.html

T,P

Cyberplagiarism

www.plagiserve.com

T,P

Cyberplagiarism

http://support.microsoft.com/support/kb/articles/

Q242/4/50.ASP

Microsoft support knowledge base

www.windowsmedia.com

T,P Cross

Web events

www.enature.com/guides/select_group.asp

T,S,P, Science

Nature and Wildlife Field Guides

www.careerclick.com,  www.monster.ca

T,S,P, Int. Careers

Career Moves/Check Lists

www.mindtools.com, www.freeskills.com

T,S,P, Int. Careers

Skills & Techniques in Guidance/Career

www.connectforkids.org

T,P Guidance

Information/Tips for Parents

www.dailygrammar.com

T,S Lang. Arts

Helpful Exercises in Grammar

www.enoreo.on.ca

T  Cross

Education Network of Ontario

www.curriculum.org/occ/resources/k8.htm

T,P Cross

Ont.Curr. Centre  Learning Resources

kids.magma.ca

T, S Cross

Magma's Kid Page

www.worldskip.com

T,S Soc.Stud./Geog

News/Info about countries around world

edweb.sdsu.edu/webquest/rubrics/weblessons.htm

T Cross

Rubrics for different lessons

http://readplease.com

T,S,P Utility

Text to speech Software

www.techlearning.com

T,S,P Comp. Tech.

Technology/Learning magazine

http://gsnlists.org/mailman/listinfo/hilites

T,S  Cross

On-line learning projects posted Teachers

www.dejanews.com

T,S,P Cross

Research

www.nosweat.com

T,S -Cross

Competition by Div., weekly activities

 http://tqjunior.advanced.org/4051

T,S - Soc. Stu.

Gr. 4 Middle ages

www.refdesk.com

T,S Cross

Int. grade facts on the Net

www.weather.com, www.weather.ca

T, S Cross

Info. on numerous aspects/ climatology

www.liszt.com

T Cross

Leader in email newsletters & publishing

www.canada.ca, www.gov.on.ca

T, S Cross

Up to date news, Ont. Gov't Site

www.edsoasis.org

 

Oasis K-12 Teacher Res. & Opportunities

www.teach1.com/resources

 

Channel One Teacher resource site

www.enoreo.on.ca/main.html

T Cross

MET Demo Site

www.inetlibrary.com Id:speaking2 Password:march

T,S Cross

Free internet library-150,000 kidsafe sites

www.blasternaut.com

T,S Lang. Arts, Sc

Blaster series for students

www.canoe.com

T,S Cross

Newspapers: current issue/news at a glance

www.tvo.org/tvokids

T, S Cross

Primary ideas from this popular TV series

www.accessclipart.com/main.html

T, S Cross

100s of clipart & clipart search engine

www.oootraining.com

T, S, P Tech.

Tips/newsletters on MSOffice & Windows

www.driveway.com,   www.xdrive.com

T, P Tech.

Storage/Backup/Free space on the net

www.sc.edu/beaufort/library/bones.html

T,S,P Computer

Tutorial Bare Bones101 for searching Web

www.worldlearn.com

T, S, P Tech.

Learning on the Net

www.weblens.org

T,S Tech.

Bring the Web into focus, skills/activities

http://cbc4kids.ca,   http://cbc4kids.ca/teachers

T,S,P Cross

A guide to using internet in the classroom

http://download.cnet.com/downloads

T, P Tech.

Public downloads

www.scantips.com

T, P

Scanner tips

 www.ajkids.com

T, S,  P Cross

Good children and parent sites

www.soda.co.uk/soda/constructor/index.htm

T, S Cross

Construction/engineering site

www.kidsdomain.com, www.makingfriends.com

T, S, P, Cross

Craft and curriculum ideas

www.microimg.com/science

T, S Sci.

Science site (conversions)

www.thehungersite.com

T, S, P Cross

United Nations Site
 

T, S Math, Sci.

Ontario Teacher Resources

http://shareware.about.com/compute/shareware/   …

T, P Cross

Computer and General Education  …

 

 

…   Shareware/Freeware

www.enchantedlearning.com

T,S,P Cross

Primary Research Site

www.zoomschool.com

T Cross

Lessons in geography, biology,

 

 

language arts & early childhood activities

www.ecoo.org

T Comp., Tech.

Educ. Computing Organization of Ontario

www.ecoo.org/sigelem/online.htm

T Comp., Tech.

Special interest group in elem. Educ/Comp

 Do you know of an educational website not included in the above list? E-mail Etienne at: lantose@renfrew.edu.on.ca.

Back to Top

 

Last updated: October 7, 2002

Renfrew County District School Board