CP, DM, SI
(a) |
Pose questions about plant, animal, and human adaptation to daily and seasonal changes (e.g., Where do animals go during the night or the day? Why do some trees have no leaves in winter? Why do we wear jackets in winter?). |
(b) |
Make predictions about plant, animal, and human adaptations to daily and seasonal changes based on observed patterns (e.g., some animals will migrate at particular times of the year, humans will wear mitts and scarves in winter, and some birds will disappear in winter). |
(c) |
Examine daily changes in the characteristics, behaviours, and location of plants, animals, and humans (e.g., some animals sleep at night, students go to school during the day, and some plants close their leaves at night). |
(d) |
Examine seasonal changes in the characteristics, behaviours, and location of plants, animals, and humans (e.g., plants sprout in the spring, some trees lose their leaves in the fall, some rabbits change colour in the winter, some animals hibernate during the winter, and humans play different sports in the winter than in the summer). |
(e) |
Explore ways in which plant, animal, and human adaptations to daily and seasonal changes are represented through fiction and non-fiction writing and the arts (dance, drama, music, and visual art). |
(f) |
Construct representations of plant, animal, and human adaptations to daily and seasonal changes (e.g., humans wear different clothes, some plants lose their leaves in winter, some animals change colour, and some birds migrate). |
(g) |
Describe ways in which humans prepare to adapt to daily and seasonal changes (e.g., characteristics of clothing worn in different seasons, movement patterns of First Nations to follow animal migration, and features of buildings that keep people warm and dry). |
(h) |
Pose new questions based on what was learned about plant, animal, and human adaptations to daily and seasonal changes. |
(i) |
Communicate questions, ideas, and intentions with classmates while conducting their explorations into daily and seasonal adaptations (e.g., share ideas about how animals survive at different times of the year). |
Numerous opportunities are provided for students to engage in hands-on explorations that ensure a thorough understanding of key science concepts. Each unit opens with a Big Question to guide learning. Throughout the unit, there are four levels of inquiry. The Explore Activity allows students to build background knowledge. Teachers direct instruction in Directed Inquiry. In Guided Inquiry, students become independent learners with guidance from the teacher. Students choose their own questions, create and carry out plans, collect and record data and share data in Open Inquiry.
Additional materials for students and teachers are available online at www.myngconnect.com/login/chooseMainUI.spr
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.
A study 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.
Teachers may consider bringing an Elder into the classroom to discuss our relationships to the land.
This book was selected as a finalist for the 2009 Canadian Children's Book Centre - Best Books for Kids and Teens.