Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.
CP, DM, SI
| (a) |
Identify the physical needs, (i.e., food, water, air, and shelter) that plants, animals, and humans require for survival. |
| (b) |
Pose questions about ways in which plants interact with their environments to meet their basic needs (e.g., How long does it take a seed to start to grow? How does the growth of a plant change if the seed is planted in soil, sand, or rocks? How tall will a bean plant grow?). |
| (c) |
Pose questions about ways in which animals interact with their environments to meet their basic needs (e.g., How does a bird move from one tree to another? Where do animals go at night or during the day? How do animals escape from predators?). |
| (d) |
Investigate, through field trips to natural habitats, nature videos, and community walks, homes and habitats of local plants and animals to determine how they meet their basic needs. |
| (e) |
Compare ways in which plants and animals that live within the local environment, and plants and animals that live in other environments, meet their needs for food, water, and shelter. |
| (f) |
Compare the kinds of food that different animals eat, their methods of eating (e.g., cracking, tearing, strangling, chewing, or swallowing whole), and the structures that they have for eating. |
| (g) |
Explore the challenges that plants, animals, and humans encounter when attempting to meet their basic needs in constructed environments (e.g., lawn, sports field, street, playground, and city). |
| (h) |
Discuss the need for caution when dealing with plants and animals (e.g., students may be allergic to a plant or animal, an animal may bite, and many common household plants are poisonous if ingested). |
| (i) |
Compare basic human needs to the needs of plants, other animals, and non-living things. |
| (j) |
Predict and model how certain animals will move (e.g., fly, run, swim, slither, walk, and swing) to meet their needs for food, shelter, and protection in their environment, based on personal observations, pictures, or videos. |
| (k) |
Explore how people demonstrate respect for living things by caring for domestic plants and animals (e.g., growing a plant, hatching eggs, and keeping a pet). |

A teacher's guide is available.
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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.
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A program for the video is available.
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.
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The book won the 2005 Notable Children's Book Award for the Association for Library Service to Children.