Bust a Rhyme: Can Code This – Da Na Na Na!

Mathematics: Algebra (Coding Skills)

Grade 1 (C3.1): "Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events."

Grade 1 (C3.2): "Read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes."

Grade 2 (C3.1): "Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events."

Grade 2 (C3.2): "Read and alter existing code, including code that involves sequential and concurrent events, and describe how changes to the code affect the outcomes."

Grade 3 (C3.1): "Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events."

Grade 3 (C3.2): "Read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes."

Mathematics: Data (Data Visualization)

Grade 1 (D1.3): "Display sets of data, using one-to-one correspondence, in concrete graphs and pictographs with proper sources, titles, and labels."

Grade 2 (D1.3): "Display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar graphs with proper sources, titles, and labels."

Grade 3 (D1.3): "Display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales."

Language

Strand A. Literacy Connections and Applications

A1.1 identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms

A2.5 demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator

A2.6 use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems

Strand B. Foundations of Language

B1.3 identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies... to communicate clearly and coherently

B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, to interpret or contribute to the meaning of messages

Strand C. Comprehension: Understanding and Responding to Texts

C3.1 identify simple literary devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning

Strand D. Composition: Expressing Ideas and Creating Texts

D1.1 identify the topic, purpose, and audience for various simple texts they plan to create

D1.2 generate ideas about given and chosen topics, using simple strategies and drawing on various resources, including their own lived experiences

D2.3 demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic

D3.1 produce final texts, using simple techniques, to achieve the intended effect

D3.2 present the texts they have created using appropriate strategies, including by reading aloud with expression

Science and technology

Strand A: Coding and Emerging Technologies (A2.1)

Grade 1: "write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms."

Grade 2: "write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps."

Grade 3: "write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs."

Mathematics

1. To reason using mathematical concepts and processes

"Appropriate analysis of a situation involving applications".

"Appropriate application of the required processes".

"Correct justification of actions or statements by referring to mathematical concepts and processes".

2. To communicate by using mathematical language

"Correct interpretation of a message (oral or written) using mathematical language".

"Appropriate use of mathematical language and everyday language" and "Observance of rules and conventions of mathematical language"

3. To solve a situational problem related to mathematics

"Indication (oral or written) that the situational problem has been understood".

"Correct application of the concepts and processes required to produce an appropriate solution".

"Explanation (oral or written) of the main aspects of the solution"

Language arts

4. To use language to communicate and learn

• Engagement in meaningful dialogue with peers and teachers
• Use of spoken communication when collaborating with peers
• Discussion of initial ideas and information through questioning or by offering explanations
• Modification of register (tone and voice) depending on purpose, context and/or audience

2. To read and listen to literary, popular and information-based texts To represent her/his literacy in different media

• Reading and production of literary, popular and information-based and media texts
• Establishment of text-to-text, text-to-self and text-to-world connections
• Use of knowledge of structures and features of different text types to interpret texts
• Explanation/synthesis of ideas common to different texts when comparing written and media texts

3. To write self-expressive, narrative and information-based texts To represent her/his literacy in different media

• Selection of a process when producing written and media texts
• Creation of lively, personalized productions (voice)
• Selection of specific techniques and devices for intended effect and to convey information, meaning and messages
• Use of conventions of language for both written and media texts

Language

To use language to communicate and learn

• Engagement in meaningful dialogue with peers and teachers
• Use of spoken communication when collaborating with peers
• Discussion of initial ideas and information through questioning or by offering explanations
• Modification of register (tone and voice) depending on purpose, context and/or audience

To read and listen to literary, popular and information-based texts To represent her/his literacy in different media

• Reading and production of literary, popular and information-based and media texts
• Establishment of text-to-text, text-to-self and text-to-world connections
• Use of knowledge of structures and features of different text types to interpret texts
• Explanation/synthesis of ideas common to different texts when comparing written and media texts

To write self-expressive, narrative and information-based texts To represent her/his literacy in different media

• Selection of a process when producing written and media texts
• Creation of lively, personalized productions (voice)
• Selection of specific techniques and devices for intended effect and to convey information, meaning and messages
• Use of conventions of language for both written and media texts

Science and technology

Appropriate description of the problem

• Reformulation of the problem
• Formulation of a tentative explanation or solution

Application of an appropriate procedure

• Planning of work
• Implementation of procedure
• Readjustment of procedure, as required

Appropriate use of instruments, tools or techniques

• Handling of objects, tools or instruments

Appropriate use of scientific and technological knowledge

• Production of explanations or solutions
• Use of terminology, rules and conventions specific to Science and Technology