CP, DM
(a) |
Predict which animals live in various locations (e.g., tree, underground, nest, cave, water, and soil) within a variety of natural and constructed environments. |
(b) |
Observe familiar animals in natural (e.g., tree, stream, pond, forest, and beneath a rock) and constructed (e.g., garden, sports field, zoo, aquarium, and city) environments safely and respectfully. |
(c) |
Examine the importance and sacredness of animals in First Nations, Métis, and other cultures. |
(d) |
Assess features of natural (e.g., woodland, stream, grassland, and forest) and constructed (e.g., backyard, zoo, schoolyard, and classroom) environments that support or hinder the health and growth of familiar animals. |
(e) |
Analyze ways in which human activities intentionally or unintentionally can help or harm wild and domesticated animals. |
(f) |
Examine ways in which humans and animals interact with each other (e.g., pet, companionship, transportation guide dog, search and rescue, and providing food), including ways in which animals can cause harm to humans. |
(g) |
Discuss the care and handling of wild and domesticated animals (e.g., fish, dog, bird, horse, cow), including keeping animals as pets, housing animals in zoos and aquariums, and identifying careers related to animal care. |
In the first section, Dr. Nadkarni introduces the humid forest floor. In the second section, Dr. Nadkarni prepares to climb towards the rain forest canopy. She discusses the climbers and clingers, gliders and how to get to the top of the canopy. At the top of the canopy, the tallest trees in the world emerge. There are treetop dwellers, a cloud forest and the types of research taking place in the rain forest.
Dr. Nadkarni also discusses human life in the rain forest and adaptations people have made to live in the environment.
Night after night the young girl and her grandfather visit the tree to see if an owl is living in the nest box. One night they see a white face in the nest box. During their observations, the owl leaves the nest box and searches for food. Its mate also arrives at the nest box to feed its young.
Throughout the book are notes that provide additional information on the barn owl. At the back of the book is a note on the nest box. The resource also includes an index.
At the end of the book are additional facts on the polar bear, beluga whales, length of day and Churchill, Manitoba. An index is included.
The author describes Ookpik's journey south. He sees things for the first time, such as trees. Natural surroundings are changing as Ookpik travels from the barren Arctic to the taiga and finally arrives at his destination in the Adirondack Mountains.
The author has included additional information on the snowy owl in the back of the book.
Teachers may consider inviting an Elder or traditional knowledge keeper into the classroom to tell the narratives.
Included with the original paperback book is a CD with an English and Michif narration of the text.
At the back of the book is a brief description of the various animals that occupy the burrow throughout the seasons.
As the calves grow, they are taken to a feedlot. At the feedlot, cattle continue to eat a healthy diet. Once they reach 600 kg, they are processed into beef. The beef production process is described: inspection of meat, different cuts of beef and the nutrients beef has for human development.
The book includes a table of contents, a glossary and a section of interesting facts about cattle.
At the back of the book is additional information on the Canada goose, migrating and resident geese and a suggestion for a budding scientist.
Additional information on chameleons can be found at the back of the book.
Additional information at the back of the text includes an Arctic ice report and a listing of organizations that are working to help the environment.
The story is based on true events. At the back of the book are brief biographies of the individuals involved in the rescue. Background information on marine life is also provided.