CP, SI
(a) |
Use a variety of sources of information and ideas (e.g., picture books including non-fiction texts, Elders, naturalists, videos, Internet sites, and personal observations) to learn about observable characteristics of living things. |
(b) |
Make and record observations and measurements about the observable characteristics of plants and animals using written language, pictures, and charts. |
(c) |
Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria. |
(d) |
Engage in personal, scientific, and Indigenous ways of organizing understanding of living things. |
(e) |
Describe characteristics common to humans (e.g., eyes, ears, hair, and numbers of limbs and teeth) and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique. |
(f) |
Compare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants of various types and sizes that live in different habitats. |
(g) |
Record information, using written language, pictures, and tables, about the appearance and behaviour of familiar animals, such as classroom or personal pets, at regular intervals over a specific time interval. |
(h) |
Describe the appearance and behaviour (e.g., method of movement, social grouping, diet, body covering, habitat, and nocturnal vs. diurnal orientation) of familiar animals (e.g., bumblebee, worm, dog, cat, snake, owl, fish, ant, beaver, rabbit, and horse). |
(i) |
Differentiate among animals according to their observable characteristics. |
(j) |
Compare characteristics of plants and animals at different stages of their lives (e.g., compare an adult dog with a pup, compare a young tree with an older established tree, and compare a baby bird with a fully grown bird). |
(k) |
Communicate knowledge (e.g., share a story, describe an experience, or draw a picture) about the observable characteristics of a favourite plant or animal. |
(l) |
Respond positively to others' questions and ideas about the observable characteristics of living things. |
(m) |
Recognize that some information about living things may not be realistic (e.g., stories such as The Three Little Pigs, and talking movie animals). |
A teacher's guide is available.
This video's controlled vocabulary, simple sentence structures, and chapter segments make it an ideal choice for emergent readers. Youngsters will be drawn to the cartoon-like animations and quirky story, which offers possibilities for sequencing, predicting, and character analysis. Thematically, this tale could be used for discussions about exotic pets, unusual friendships, families, and overcoming obstacles. From a science perspective, opportunities abound for the study of flies and other insects, particularly those considered pests. Buzz, who is outfitted with a butterfly net, hard hat, and insect jar, will introduce students to the naturalist's world.
Each two-page spread is illustrated with paper-sculpture art. One page is done in colour and the corresponding page is in white. Each illustration provides a clue to the next animal on the following page.
The book includes a legend that contains brief information about each animal in the book.
At the back of the book is additional information on the Canada goose, migrating and resident geese and a suggestion for a budding scientist.
Children will realize that we depend upon the people who work together to grow and to share food for our sustenance, while protecting and respecting the land and animals.
This book highlights the importance of looking ahead to and planning for what we leave our grandchildren and the generations to follow.
A study guide is available.
Teachers may consider inviting an Elder or traditional knowledge keeper into the classroom to tell the narratives.
A teacher's guide is available.
Included in the resource is a variety of formats to support resource-based learning. Instructional strategies are explained and differentiating instruction is included to assist teachers with the diversity within the classrooms. The "release of responsibility" model has students demonstrating and applying their knowledge in a variety of ways. A comprehensive approach is used to teach the cues and conventions and they are incorporated into the framework of the lesson plans. There are cross-curricular units that link to science and social studies.
The teacher's guide is detailed and comprehensive with formative and summative assessment tools. Teacher reflection is emphasized.
The book won the 2005 Notable Children's Book Award for the Association for Library Service to Children.