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Resource PackageMeagan DobsonEnvironmental Science 302Catherine HartNovember 28, 2012(**Note: All pictures used in the resource file were taken from the same website as the resource it is under)Grade One: Needs and Characteristics of Living Things (Life Science)1) First Nations Knowledge and Integration – Living and Non-Living Things This website has an entire unit plan for needs and characteristics of living things. Integration of First Nations knowledge and beliefs is clearly evident throughout this unit (the unit is subtitled “Incorporating Medicine Wheel Philosophy”). The following is a brief outline of the lessons and what each is about:- Living and Non-Living Things: learning differentiation of characteristics- Local Environment Scavenger Hunt: looking for living and non-living things in the environment- Brother Soil, Sister Tree: discusses importance of trees in the environment, how one can take care of trees and can finish off by planting a tree- Plant Investigation: focuses on the needs of plants; plant seed as a class and investigate the needs of the plant as it grows- Favorite Plant and What Makes It Unique: collage of plants- The Animal World: four parts of animal world in medicine wheel (four legged, two legged, winged ones, swimmers)- Animal Basic Needs: learn basic needs of one animal (investigation)- Animal Adaptations – Winter is Coming: look at different things animals do when the seasons change (hibernation, migration, adaptation)- Animal Adaptations: group charades of what different animals do when seasons change- Nature Walk – Birds Nest: looking at different animal homes- Compare Animal Needs to Human Needs: have students imagine how animals would feel in a situation compared to how they feel in a situation (ex: storms)- Caring for Living Things: learning the importance of/how to respect animal populations and environments for animalsMeets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.2) Living and Non-Living Things – Entire Unit (descriptions of each lesson taken directly from source) The following are activities from this website that apply to this unit:- Human Body Parts: Brainstorm a list of external body parts of human beings. Have students indicate the function of each body part. Teachers can use this opportunity to include and use words and phrases for body parts from a variety of languages such as Native languages.Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Observation – Show Me: Work with small groups. Give the following instructions:We are going to play a game called Show Me. I am going to give you a clue about one part of your body. I want you to point to that part on your body. (Examples: This body part lets you see. This body part lets you touch or grab things. This body part lets you hear. This body part lets you eat, speak, and smile. This body part covers your whole body. This body part lets you walk.)Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Animal Observation: ?Provide a large picture of an animal for the whole class to study or provide copies of an animal picture for each student. Have students observe the animal closely to identify and discuss its body parts. - Animal Observation and Drawing: ?Have students draw an animal they have observed and have them label external body parts using cut-and-paste labels. Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Math Centre: Have students collect data related to human variations (e.g., eye color, hair color, etc.) Have them, with guidance, represent their data on a concrete object graph or pictograph.Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Paper and Pencil Task – Body Tracing: To assess knowledge of major body parts, have students draw a picture of themselves and attach the correct labels.Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Observing the Environment: Take students on a walk to observe the plants in their neighborhood. Provide each student with a collection bag and ask students to collect a variety of leaf samples. Limit the number of samples. Discuss and model respect for plants as living things (link to 1-1-14). After returning to the class, discuss the following questions:? How many different kinds of plants did you observe?? How can you group the different plants you found? (Encourage general categories such as grasses, trees, and shrubs.)Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- Sort and Classify Leaves: Have students sort and classify the leaves that were collected; examples include: rounded leaves, pointed leaves, leaves with veins, smooth leaves, fragrant leaves. Encourage students to use smell and feel, as well as sight (link to Cluster 2: The Senses). Extension: As a class, make an ABC Big Book of Plants. (A is for apple tree, B is for buttercup...)Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.- Pet Observations: Have students observe a live animal over the course of a week. Have them take turns being responsible for changing the water, feeding, and cleaning up after the pet. Emphasize respect for living things (link to 1-1-14 Pet Rules!). Use a class log book in which students record their observations and their care of the animal. Provide opportunities for students to observe the pet at different times of the day in order to allow them to observe the pet active, asleep, as well as eating and drinking.Using a Sharing Circle, discuss observations of the pet, utilizing the following questions for reflection:? What types of activities did the pet do during the day?? How did you feel when you had the responsibility for caring for the pet?Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- How Are We Like Our Pets: Use the Think, Pair, Share strategy (McTighe and Lyman, 1992) to have students discuss the similarities between a pet and themselves. Record responses using words and pictures. Extension: If students have observed a mammal, have them observe another animal such as a fish, bird, reptile, insect or amphibian.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- The Trip: As a class, discuss what a family would need to take with them for a two-week stay at a cabin that is only accessible by boat. Tell the students that there is no electricity, running water, gas, or oil at the cabin. Everything they need has to be carried in with them. The students should brainstorm to decide what the family will take with them and provide reasons for choosing each item.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- How-to Illustrations: Have students work with partners to identify the basic needs and the care required for pets, indoor plants, and humans. Have students cut and paste or draw pictures as well as write words and phrases to illustrate the basic needs and care required for these living things.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- Picture Sort: Have students work with a partner to sort a variety of animal pictures according to specified categories. Include categories such as how animals move, the foods animals eat, how animals get their food, and where animals live. Have students discuss their picture sort and observe how others sorted their pictures.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- Ten Key Questions: Give one student a picture of an animal. Have the other students ask questions that can be answered with yes or no about how the animal meets its needs.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- Our Community: Have students identify how people in their community depend on the environment. Have students discuss where they get their food.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- Designing an Environment: Set the context by saying to the class: We have discovered that every animal has basic needs that include air, food, and water as well as shelter from the weather in order to survive. Today we are going to design a three-dimensional environment for an animal that meets that animals needs. The following is one approach to designing an environment that could be taken with students.Brainstorm and chart different Manitoba animals.?As a class, develop criteria for evaluating the final product such as:Provides for the basic needs of food, water, shelterLooks visually appealing?Uses the materials providedAs a class, discuss the general plan for completing this project.Working in cooperative groups, have each group choose an animal and begin their research using a variety of information sources such as library books, CD-ROMs, Internet, etc.Have students draw a simple plan for their environment.Have students construct their environment based on the plans they drew.Have students use the criteria identified to evaluate their finished product and suggest improvements.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.- What Can We Do? Class Project: ?As a class, develop and implement a project that would help students and other living things stay healthy (link to 1.12: Guest Presenter for a health perspective). Projects could include the following ideas: reducing the amount of classroom waste produced, cleaning up a local playground, park, or other area of the community, etc.Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.3) Grass Caterpillar Students will look at the basic needs plants have – mainly soil and water. Students will get to create a chia pet caterpillar, which allows them to water it and watch the grass grow. This allows for observation of simple plant characteristics. 0000Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.4) The Lorax – Movie- I do not own this movie, but it can be easily accessed through purchase in store or online. Students will learn the importance of protecting living things in our environment. (This lesson could also be used in habitats and communities – protection). The students can also have access to truffula tree seeds (Nerds jelly beans), as the teacher prepares bags for each student to enjoy while watching the movie. Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.5) Card Matching Game Teacher will read book What’s Alive? by Kathleen Weidner Zoehfeld. The students will then create a card matching game, sorting living and non-living things according to common characteristics.026035000 Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.6) Growing Plants Computer Game Online interactive game that allows students to learn about the basic needs of plants and how these needs are affected by/affect the environment. Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.7) Plants and Animals Computer Game Video and interactive activity that allows students to look at plants and animals in the environment Meets Curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.8) Ants on a Parade (Growing Up Wild, Page 12-13 – Own Resource)- Students will go out into the community and observe behaviors and characteristics of different insects (ones that are easily observable such as ants, bees, worms, ladybugs, etc.). There are two art projects that go along with this activity which include: Thumbprint Ant Parade (using different parts of their thumbs to make ant stamps on paper) and Big Ant Eyes (creating goggles representational of ant eyes)Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.9) In a Grasshopper’s World (Growing Up Wild, Page 18-19 – Own Resource)- Students will observe grasshoppers in their natural environment, while also studying the topic in the classroom. An additional activity to this lesson can include Animals Smaller and Animals Larger – students will have to think of animals that are smaller and larger than a grasshopper and create a chart to display this.Meets Curriculum: LT1.1 – Differentiate between living things according to observable characteristics, including appearance and behavior.10) Bird Bead Buffet (Growing Up Wild, Page 42-43 – Own Resource)- Students will look at the different types of beaks birds have, as well as the functions of beaks. Students will also look at which type of beak is most suitable for the type of food in a particular environment. This activity can be taken outside by allowing students to observe the birds. An addition to this lesson, “Helping Hands” encourages students to build a bird habitat – for example, planting plants and trees to provide food and shelter for birds.Meets curriculum: LT1.2 Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs.Grade One: Materials and Our Senses (Physical Science)1) Five Senses Frank Students will label a chart titled Five Senses Frank. The students will label Frank’s body parts according the senses he feels. The students will then create their own five senses person, labeling the body parts and senses.Meets Curriculum: SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.2) Five Senses Computer Game Five Senses – great online resource – students can click on the five senses and see a short video that describes how each work.Meets Curriculum: SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.3) Mini Unit Consisting of Seven Experiments of the Five Senses The students will participate in seven experiments – introduction activity to introduce five senses, five experiments that allow the students to focus on each of the senses individually, conclusion activity that allows students to show what they learned.Meets Curriculum: SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.4) following activities can be found on this website:- What’s in the Box: focusing on sense of hearing - Scent of Gingerbread: focusing on sense of smell- Colorblindness: focusing on sense of sight- Feely Bags: using sense of touch to figure out what is in the bag- Optical Illusions: sense of sight- Original Instruments: creating own instruments and making music (sense of hearing)- Braille: students experience what it is like to not have sightMeets Curriculum: SE1.2 Explore how humans and animals use their senses to interact with their environment.5) Complete Unit on the Senses Students will be looking at the five senses; senses animals may have that humans do not; adapting environments to foster the needs of loss of senses; and the importance of maintaining the health of your senses.Meets Curriculum: SE1.2 Explore how humans and animals use their senses to interact with their environment.6) following activities can be found on this website:- Discussion Questions – used at beginning of lesson to get students thinking about the five senses and how they use their senses- Detective Sense – figuring out how each of the senses work- Sensory Walk – use senses to describe things in the natural environmentMeets Curriculum: SE1.2 Explore how humans and animals use their senses to interact with their environment.7) Materials and Environment Action Plan – Mr. Collinson This is a really good unit for looking at materials and final aspect of the unit includes an environment action plan. There are 26 lessons, all which are great resources.Meets Curriculum: OM1.1 Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.8) Five Senses and Materials This resource contains a group of lessons that focus on the following: the five senses, objects that are made from materials, properties of materials, and constructing an object using recycled materials. The students will have access to many hands-on experiences to learn about the senses and materials. Meets Curriculum: SE1.1 Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals.OROM1.1 Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.9) Materials Computer Game Online interactive activity that allows students to group materials based on common characteristics.Meets Curriculum: OM1.1 Investigate observable characteristics and uses of natural and constructed objects and materials in their environment.10) Magic School Bus “Makes a Stink” (video available on this website, but can also be purchased or found on YouTube)- Students will get to explore the sense of smell through this video.Meets Curriculum: SE1.2 Explore how humans and animals use their senses to interact with their environment.Grade One: Daily and Seasonal Changes (Earth and Space Science)1) Weather and Seasonal Changes Students will be looking at the changing seasons and weather. Students will create season trees – their personal representation of what a season is. Students will then create a weather chart and booklets (looking at changes in weather and characteristics).297180014478000018034000015240000Meets Curriculum: DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.2) Bulletin board showing the seasons and daily informationMeets Curriculum: DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.3) The Very Hungry Caterpillar (Do not own this book, but it is easily available)- Through reading this book, students will see the daily changes the caterpillar goes through to eventually change into a beautiful butterfly. This lesson will also include a caterpillar cut and paste, where students can create their own very hungry caterpillar. Curriculum: DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.4) Mr. Collinson’s Unit – Daily and Seasonal Changes Students will look at sequences and cycles, individual daily cycles, difference between day and night, differences between light and dark, different seasons, days and months, animal and plant changes according to the seasons, and human inventions for changing seasons. Students will experience these activities through a variety of means – handouts, hands on activities, arts and crafts, projects, etc.Meets Curriculum: DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.ORDS1.2 Inquire into the ways?in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behavior, and/or location.5) Mr. Midgal’s E-World of Science This is a unit that allows students to observe the environment, noticing the changes that take place within it. Students will focus on day and night, weather and the seasons. This website is a good resource for unit vocabulary as well. Meets Curriculum: DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.Grade Two: Animal Growth and Change (Life Science)1) Animal Research Project Students will choose any type of animal they want to learn more about. They will receive a chart that allows them to fill out information on that animal. They will also need to include a hand-drawn picture of that animal.Meets Curriculum: AN2.1 Analyze the growth?and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.2) Animals Bulletin Board This will be used while learning about different types of animals. As students learn about animals or if there are certain ones that really interest them, they can add it to the wall. This creates a visual representation of what is being learned.11430011430000Meets Curriculum: AN2.1 Analyze the growth?and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.3) What’s Wild? (Growing Up Wild, Page 22-23 – Own Resource)- Students will compare wild and tame animals as they sort them into categories. This lesson has an additional ‘Helping Hands’ activity encouraging students to think of the proper way one should care for our pets.Meets Curriculum: AN2.1 Analyze the growth?and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.4) Grow as We Go (Growing Up Wild, Page 38-39 – own resource)- Students will look at life cycles of different animals that are familiar to them. This will allow for the students to see progress, realizing that living things grow and change throughout the life cycle. This activity can also include creating a butterfly garden – butterflies eat and lay eggs on certain plants. Creating this garden will allow butterflies a place to go through their lifecycle. If the garden can be planted in an area close to the school, students can continue to observe the changes they see in the butterflies.Meets Curriculum: AN2.1 Analyze the growth?and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.5) Butterfly Lifecycle Craft Students will create images of the lifecycle of a butterfly on a paper plate. This will allow students to see the changes taking place between each stage. 018097500Meets Curriculum: AN2.1 Analyze the growth?and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.6) Arthur’s Pet Business (book is also available through Regina Public Library)- The students will see Arthur trying to show his parents he is responsible enough to care for a pet by looking after other individual’s pets. This book explains the needs of a pet and how important it is to meet all of these needs.Meets Curriculum: AN2.3 Assess the interdependence of humans and animals in natural and constructed environments.Grade Two: Air and Water in the Environment (Earth and Space Science)1) Cleaning Oil Spills Through this experiment students will see how difficult it is to clean contaminated water and the importance of keeping our water clean.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.2) Oceans Bulletin Board This will be used when discussing ocean life.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.3) Air and Water Video Game Video and interactive activity that allows students to learn about air and water in the environment.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.4) The Deep Blue Sea (Growing Up Wild, Page 28-29 – Own Resource)- Students will look at oceans and life existing within them. Students will use this knowledge to create a mural of ocean life. This lesson also includes a discussion of respect for ocean environments. This includes discussing the importance of recycling – if students litter, a majority of the waste ends up in the ocean, therefore affecting the wildlife living there. This could also include setting up class and home recycling projects if not already in place.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.5) Aqua Charades (Growing Up Wild, Page 54-55 – Own Resource)- Students will look at the importance of water for humans, animals and plants. Students will also look at the necessity of water for survival. As an addition, the “Helping Hands” activity encourages students to learn how to conserve water and the benefits of doing this.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.6) Magic School Bus “Wet All Over” (video available on this website, but can also be purchased or found on YouTube)- This video is an engaging resource for kids to learn about water.Meets Curriculum: AW2.2 Assess the importance of air and water for the health and survival of living things, including self, and the environment.7) Matter Charts Students will get to review charts on the different forms of matter – solid, liquid and gas. Each chart has a poem about the form of matter. Students will get to practice and recite these poems, reinforcing the knowledge learned.Meets Curriculum: AW2.1 Investigate properties of air and water (in all three states of matter) within their environment.Grade Three: Plant Growth and Change (Life Science)1) Chart can be used as an introduction to learning what each part of the plant does.017907000-34290060960000List of storybooks that can be used for this unit: (can be found on as well as at Regina Public Library)Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.2) Creating Greenhouse Students will learn the survival needs and characteristics of plants and make a greenhouse to watch a seed as it grows.Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.3) Dandy, Dandy Dandelions: looking at the life cycle of a flowering plant- Book Dandelion Adventures by L. Patricia KiteMeets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.4) Pocket Gardens Students can observe a seed as it grows in a controlled environment.Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.5) Balloon Greenhouse Students will create an ideal environment for plant growth and survival in a balloon greenhouse. The students will then get to observe this plant grow!Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.6) CD Case Bean Plants “It’s Time to Spill the Beans…” – planting beans in old cd cases to watch the growth. This can also be used to look at the different parts of a plant, as all parts of the plant are visible in the clear case.013144500Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.7) following are activities/experiments found on this site:- Planting Daisy Seeds on a Sponge – watching the slow growth of a seed while it takes water from the sponge.- Labeling a Live Flower – fastening a live flower to a piece of paper and letting students label it.- Growing, transplanting, measuring and drawing bean plant – can be transplanted back into the community.- Creating a Lap Book – allows children to display everything they have learned.Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.8) Story My Garden by Kevin Henkes – young girl grows a garden with unique things in it. This can lead to discussion of asking the children what they would grow in their garden and what things would be needed for it to survive?Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.9) Growing plants from kitchen scraps – for example, avocados, yams, apples, pineapple, etc. Students will see that plants can grow from things other than just seeds!Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.10) Bulletin Board – plant parts/functions and needs/characteristics of plants.Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.11) Magic School Bus “Goes to Seed” (seeds and plants), Magic School Bus “Gets Planted” (plant growth and intake of water and nutrients) (video available on this website, but can also be purchased or found on YouTube)Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.12) Seed Need (Growing Up Wild, Page 50-51 – Own Resource)- Students will look at how people and animals use and spread seeds (for example, for food). This activity can include planting seeds and observing as the plants grow, as well as setting out a bird feeder for birds to eat from in your community.Meets Curriculum: PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.13) Coloring Flowers By adding food coloring to the water, the students will see how fast and how much water the plant takes in.Meets Curriculum: PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.Grade Three: Exploring Soils (Earth and Space Science)1) Dirt Dessert (looking at different components in the soil) – as students enjoy their snack, teacher can explain the different components found in soil. Also, teacher can talk about things that live in soil, such as worms. - We Dig Dirt: going out into the community and collecting different soil samples.- We Dig Dirt – A Closer Look: looking at soil under a microscope and drawing what you see.-- Entire mini units available on the website*Meets Curriculum: ES3.1 Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment.2) Online Soil Activity/Trivia This resource allows students to look at the topic of soil – tons of information! It looks at soil from an earthworm’s perspective (for example, stating what a worm needs to survive in soil).Meets Curriculum: ES3.1 Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment.ORES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment.3) Worm Farm or - Students will collect worms and create a worm farm. The students will be able to make daily observations of the worms.Meets Curriculum: ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment.4) Look Mom, No Dirt! Students will see how many plants they can grow in soil without using water. This lesson will focus on living things in soil.Meets Curriculum: ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment.5) Down and Dirty Students will look at the microscopic animals living in soil, as well as what these animals need to breathe. Meets Curriculum: ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment.6) Soil Crayons This activity allows students to look at soil as a natural resource. The students will gain an appreciation of the natural beauty of soil.Meets Curriculum: ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment.7) Soil is a Filter Students will look at how soil filters water. Students will also learn the importance of soil in ensuring we have clean drinking water.Meets Curriculum: ES3.1 Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment.Grade Four: Habitats and Communities (Life Science)1) Bulletin Board – descriptions of different habitats that will be discussed in the classroom. This will act as a visual aide for the students to refer to throughout the unit.Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.2) Habitat Dioramas Students will get to choose a particular habitat to learn about and create a three-dimensional diorama to represent what they learned.Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.3) “What’s Your Problem?” – students get to look at the environmental issues in their own communities and create action plans as to how these issues could be solved. Meets Curriculum: HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.4) The Environment Computer Game Video and interactive activities that allow students to look at different habitats and environments. Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.5) Garbage and Recycling Computer Game Video and interactive activities that allow students to look at what garbage and recycling are, as well as the negative effects on the environment associated with lack of recycling. Meets Curriculum: HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.6) Wildlife is Everywhere! (Growing Up Wild, Page 24-25 – Own Resource)- Students will go out into the community to make observations. These observations will lead to an understand of wildlife existing all around them. This can include going for a walk around the neighborhood to look at different habitats and wildlife existing within them. Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.7) Magic School Bus “Hops Home” (habitats), Magic School Bus “All Dried Up” (deserts and adaptations), Magic School Bus “In the City” (urban wildlife) (video available on this website, but can also be purchased or found on YouTube)- These videos have great information on the topics listed in brackets. This is a fun and exciting way to capture the students’ attention.Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.8) Less Is More (Growing Up Wild, Page 62-63 – Own Resource)- Students will look at sharing resources with others and the positive effects this can have on the environment. Again, the concept of water conservation can be discussed – instead of wasting water, save some for those who really need it.Meets Curriculum: HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.9) Oh Deer! (Growing Up Wild, Page 48-49 – Own Resource) - Students will explore different elements of a habitat in a game that involves physical activity and interaction. This activity can include discussion of what happens to an individual if part of their habitat is missing. The class can make a donation to the food bank to ensure that food intake can be restored in some peoples’ habitats.Meets Curriculum: HC4.2 Analyze the structures and behaviors of plants and animals that enable them to exist in various habitats.10) The Lorax Unit This resource has a variety of activities that support the message represented in The Lorax – protecting your environment. Students could also watch the movie at this time (also used in grade one).Meets Curriculum: HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.11) McKell Wascana Conservation Park This website has a lot of information about the park, which students can use as a resource in the classroom. The students can go on a field trip to the park to appreciate the wildlife and habitats in person. Meets Curriculum: HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities.Grade Four: Rocks, Minerals and Erosion (Earth and Space Science)1) Magic School Bus “Rocks and Soil” (video available on this website, but can also be purchased or found on YouTube)- Students will look at the process of erosion.Meets Curriculum: RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment.2) Crayon Rocks Students will look at the different types of rock, while getting to create their own out of crayon. Meets Curriculum: RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment.3) Earth Terrarium This will consist of rocks and mosses, which will allow for students to see growth and change in a different kind of environment (on rocks).Meets Curriculum: RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment.4) This website has multiple activities that allow students to look at physical characteristics of minerals, as well as creating their own minerals. The students can watch the minerals form and change, noticing changes in the physical properties.Meets Curriculum: RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment.5) Rock Collection Students can collect different rocks to create a class rock collection. This can include the class going out into the community and finding a variety of rocks. The students can polish the rocks and look at the similarities/differences between them. The students can also sort/classify rocks according to similarities/differences. Meets Curriculum: RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment.6) Erosion Online Activity Students can look through information and pictures on erosion – what causes it, the after effects, what it creates, etc. Once they explore this topic, the students can then go on a walk through the community to see if they can notice different types of erosion that has taken place.Meets Curriculum: R M4.3 Analyze how weathering, erosion, and fossils provide evidence to support human understanding of the formation of landforms on Earth.Grade Five: Human Body (Life Science)1) Human Body Bulletin Board – each student creates a diagram of what they think the inside of their body looks like. Students can refer to this throughout the unit.Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.2) Magic School Bus “Flexes Its Muscles” (skeletons), Magic School Bus “For Lunch” (digestive system), Magic School Bus “Inside Ralphie” (infection and immune system) (video available on this website, but can also be purchased or found on YouTube)- These videos have a lot of information on the above topics listed.Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.3) Parts of The Body Online Game Students can watch videos, read articles, play games and take quizzes to find out how the body systems work and what each part of the body does. Also, students will learn how each organ contributes to human survival.Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.4) Grade Five Life Systems This is an entire grade five unit on the human body that includes topics such as an introduction to organ systems, cells, group projects, experiments measuring functions of systems (for example: pulse, lung capacity, how we process sugar, etc.).Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.Two activities that really stood out to me in this lesson include:- Activity 18 – What Happens After you Flush the Toilet: Students will look at waste water and learn how organisms are used to break down human waste. They will also look at what can happen to our water (and other aspects of the environment) if the water is not treated properly.Meets Curriculum: HB5.1 Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body.- Activity 21 – Health and Environment Improvement Award: Students will research information on factors harming the environment (pollen, pesticides, exhaust, etc.) and the impacts this has on human health. The students will design an action plan to create a healthier environment. This can be done in their homes, school, community, etc. Students will then create a pretend proposal addressed to Environment Canada describing their plan of action, the benefits this plan brings, as well as what could potentially happen to our environment if we do not act on these changes now. If there is high student interest in this project, the proposals could be sent in to the government.Meets Curriculum: HB5.1 Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body.5) Human Body Games This resource has a list of games students can play to learn about the human body.Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.6) Life-Size Human Body After learning about the different components within the body, students can label a life size diagram.Meets Curriculum: HB5.2 Investigate the structure, function, and major organs?of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.7) First Nations Integration This resource contains a lot of information on First Nations perspectives of the human body. This is a teacher resource, as it has topics and ideas for integrating this knowledge into your unit. This unit is labeled grade four, but I feel it applies to grade five human body as well.Meets Curriculum: HB5.1 Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body.8) Effects of Smoking on the Human Body Grade Five Lessons – Section 3 – Pages 15-23- Lesson One: Risks and Consequences of Smoking – Students look at the immediate and long-term effects smoking can cause.- Lesson Two: Positive Effects of being Smoke Free – Looking at health benefits non-smokers have compared to those who smoke.- Lesson Three: At What Cost? – Calculate financial costs of smoking – Is it worth it?Meets Curriculum: HB5.1 Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body.Grade Five: Weather (Earth and Space Science)1) Magic School Bus “Kicks Up a Storm” (video available on this website, but can also be purchased or found on YouTube)- This video focuses on changes in weather, particularly how a storm is created.Meets Curriculum: WE5.2 Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.2) Book Blizzard! By Jim Murphy (can also be found at Regina Public Library or online)- This book retells the story of a massive snowstorm and how society was greatly affected by it.Meets Curriculum: WE5.2 Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.3) Book The Man Who Named the Clouds by Julie Hannah and Joan Holub Students will learn about different types of clouds. In the story, the main character keeps a cloud journal – this is something the class could do as well. This would get them spending time outside so they could watch and record the clouds they see. Meets Curriculum: WE5.1 Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover.4) Create Thermometer or Barometer Students will research the functions and then create their own weather instruments. Once they are constructed, students will use them to measure weather phenomena in their community.Meets Curriculum: WE5.1 Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover.5) Weather Research Students can use this website to look at different weather systems (tornado, hurricane, etc.) and see how they are caused, as well as damage it may cost. This can also lead into class discussion/research of current weather systems that have impacted society.Meets Curriculum: WE5.2 Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.6) Weather Bulletin Board This will give students an area to track the weather as it changes daily. 08445500Meets Curriculum: WE5.1 Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover. ................
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