DM, SI
(a) |
Pose questions related to features of their local surroundings such as "Where did the rain water go?", "Why is some snow harder than other snow?", and "Is a grain of sand a rock?" |
(b) |
Gather and record information about characteristics of their natural surroundings using all of their senses and technologies such as digital cameras, audio recorders, video recorders, and sketchpads. |
(c) |
Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated). |
(d) |
Identify, with guidance, changes in one or more aspects of their natural surroundings over a given time interval (e.g., changes in temperature over a day and a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons). |
(e) |
Suggest ways in which human activities intentionally or unintentionally cause changes to natural surroundings (e.g., building houses, mowing lawns, cutting down trees, planting gardens, damming streams, and digging ditches). |
(f) |
Respond to and acknowledge the ideas of classmates and others such as traditional knowledge keepers and conservation officers who provide information about our natural surroundings. |
(g) |
Communicate ideas, actions, experiences, and understandings of patterns and cycles in the natural world with others using charts, displays, videos, stories, or other artistic representations. |
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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.
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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
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A teacher's guide is available.
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