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Grade 1 Life Science: Needs and Characteristics of Living Things Lesson 1: Introduction Activity to Living Things Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Engagement, ExplorationLearning Objective and Lesson Purpose:Learning Objective: The students will gain some primary knowledge about what it means to be a living thing. The students will use a variety of sources of information and ideas to learn about observable characteristics of living things. Lesson Purpose: The purpose of the lesson is for the students to be able to answer questions critically, and make generalizations about what it means to be living in the most basic terms.About / In / For the environment:About the environment – This is important here because students are learning where the environment comes into play for all living things and for themselves. The introductory lesson addresses content about the environment and possible environmental issues that could affect living things. This also will touch on ecology and the basic introduction of how living things interact among each other.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (a) Use a variety of sources of information and ideas (e.g., picture books including non-fiction texts, Elders, naturalists, videos, Internet sites, and personal observations) to learn about observable characteristics of living things.Content Background:The teacher will need to know examples of living things such as, animals who are mammals (a warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, the secretion of milk by females for the nourishment of the young, and (typically) the birth of live young), reptiles (cold-blooded vertebrate of a class that includes snakes, lizards, crocodiles, turtles, and tortoises. They are distinguished by having a dry scaly skin, and typically laying soft-shelled eggs on land), and plants (a living organism of the kind exemplified by trees, shrubs, herbs, grasses, ferns, and mosses, typically growing in a permanent site, absorbing water and inorganic substances through its roots, and synthesizing nutrients in its leaves by photosynthesis using the green pigment chlorophyll). Processes Developed:Classifying: They are making schemas about what it means to be a living anizing: They will look at various living things and categorize them into groups that are similar or different. Communicating: The students will use their verbal skills to transfer their facts, thoughts, and beliefs. Guessing: They will use this process of making prediction in their thinking patterns, where its free from judgment or producing an incorrect answers. Adaptive Dimension: The adaptive dimension here is the use of many multimedia aids and a teacher directed discussion so that children who may not have strong verbal or writing skills can just listen and absorb the information while others who are more advanced can speak. The circle time format is used intentionally for its inclusive purposes because children with physical limitations can be a part of it and no physical abilities are needed to participate.Cross Curricular Competencies (CCC’s):Think and learn Critically.Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena Distinguish among facts, opinions, beliefs, and preferences Apply various criteria to assess ideas, evidence, arguments, motives, and actions Apply, evaluate, and respond to differing strategies for solving problems and making decisions Analyze factors that influence self and others’ assumptions and abilities to think deeply, clearly, and fairlyInterdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how), Arts (using an array of drawings and other visual aids (videos and books) to show the students what living things are). Prerequisite Learnings: This introductory lesson will enable the teacher to see where the students are with knowledge on living things. This will dictate and direct where the following lessons will go afterwards. There is no immediate prerequisite knowledge mandatory. However, as a teacher I will make the assumption that the children have had interactions with living things such as pets in the home or at a farm, or plants in the child’s life (parents or grandparents gardens). If the assumption is incorrect, the introductory lesson is sufficient in providing the background information necessary. Materials / Equipment / Safety: Children’s books on living things (Do You Know Which Ones Will Grow by Susan A. Shea and The Best Pet Ever by Victoria Roberts). Videos and other visuals aids (Youtube Short Videos - Links are as follows: Lesson Three: Living and Nonliving things Objects and Living and Nonliving things (Cookie Monster): ).There are no immediate foreseen safety concerns from a classroom-centered discussion. Advanced Preparation: Collect the books on living things before hand (as mentioned above the titles) either from the library or if the teacher would like to purchase them and keep in a personal library.A smartboard, projector, or television screen (whatever the school has to offer) will be needed to show the Youtube Videos to the students on living things. The appropriate cords and connecting cables will need to be gathered ahead of time as well corresponding to whatever multimedia device is used. Lesson ProcedureENGAGEMENT This activity will consist off an introductory teacher directed discussion about what it means to be a living thing. All the students will gather onto the carpeted area (or sit in their desk if carpet area does not exist- however this might make for some fidgeting and distractions, so carpet circle time is preferred) and all face the teacher, legs crossed, hands together in lap, and ready to listen. The engagement will come in the form of stories and videos that will capture the attention of the student. There will be a combination of picture books, and videos to show the children various living things. We will start with picture books. The first book read will be “Do You Know Which Ones Will Grow” by Susan A. Shea. This book looks at living things and inanimate objects and asks the children to think critically about whether or not these things will grow. The second books will be “The Best Pet Ever” by Victoria Roberts. It is a story about a little girl who really wants a pet, and with some creative thinking and a very active imagination she finds all types of objects (non-living things) that can become the best pet ever (a rock, a glove, a candy wrapper and even a balloon). One day however, she carefully opens a box and finds a real kitten and he then becomes the best pet in the world. Both stories allow for immediate discussions around what the children learned and observed with prompts in the story writing (for example when the little girl picks up a rock and says it will be her pet, the teacher can stop the story and ask “Do you think a rock would make a good pet?”). Here the teacher will set up a guideline about what it means to be living. After the story books, the students will return to their desks.Once seated at their desks, the students will prepare to watch a series of short videos. These will be two Youtube videos. The teacher will bring them up onto the screen from the computer. The first one is a cartoon called Living and Nonliving things for Kids. It depicts a young boy who interacts with the world around him, while letting the students know what it means to be living. The second video is the same concept, except Cookie Monster is telling all his viewers about what is living and what is not. At the end of each video, the teacher will ask questions in the similar fashion to the stories looking for understanding and some learning of what it means to be a living thing. These visual presentations will spark the interests of the young children and keep them engaged and excited to learn more.EXPLORATION By listening to the stories and watching the videos this will expand on the student’s preliminary questions they answered about what they think a living thing is. The students can further discover the skills, processes, and content being addressed in this lesson. The teacher will ask them questions about what they think they know, how they know this, and what they wonder. Questions that are directly related to characteristics of living things (which they will learn in later lessons) such as, “How do you think this animal is born?”, “Do you think it comes from an egg or from its mommy’s belly?”, “What do you think your animal eats?”, and “What do think your animal needs to live?” will be used to open the minds of the students and explore some old and new knowledge, and get them thinking. They will be given the opportunity to see visual representations and hear abundant amounts of information relating to living and non-living things. The students should now have some primary knowledge about what it means to be a living thing. They will be able to answer questions critically and make generalizations about what it means to be living in the most basic terms. Students will now have set some basic guidelines that in order for something to be living it needs to be born and it needs to eat. These will be used as a base to build up a set standard of what it means to be living in future lessons. The class’s allotted time frame will come to and end and the students will be dismissed. EXPLANATION ELABORATION EVALUATIONExtensions /Modifications: For students who are gifted: They can be given the opportunity to lead some aspects of the discussion. They will also have the freedom to voice their opinions and share their knowledge free of judgment.For students who are struggling: The students who are struggling do not need to worry much about this activity. The aspect of group discussion is inclusive and all students progress at the same speed. No student will feel left behind and the stimulating visual aids and lesson will keep them engaged and keep it simple so they can simply observe.Assessment: References (Lesson 1)Google Dictionary (2015). “Mammal Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what different kinds of living things are, so they can later be used to showcase examples. Google Dictionary (2015). “Plant Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what a different kinds of living things are, so they can later be used to showcase examples.Google Dictionary (2015). “Reptile Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what a different kinds of living things are, so they can later be used to showcase examples.Roberts, V. (2010). The Best Pet Ever. Wilton, CT: Tiger Tales. This book was used in the lesson to introduce the idea of nonliving things when looking at what would make the best pet for a child. It ends with the ability of the child to identify that a kitten is the best pet you can have because it responds the way living things should. Shea, S.A. (2011). Do You Know Which Ones Will Grow. Maplewood, NJ: Blue Apple Books. This book was used in the lesson to introduce the idea of living and nonliving things, when it comes to the idea of what will grow when nourished properly. This gives the students exampled they can think abstractly about. Youtube. (2013). Lesson Three: Living and Nonliving things Objects. Retrieved from . This video was used in a component of the lesson to further introduce the idea of living things and non-living things to students, in a visually stimulating manner. Youtube. (2012). Living and Nonliving things. Retrieved from ?v=SZEUWTUi1YI. This video was used in a component of the lesson to further introduce the idea of living things and non-living things to students, in a visually stimulating manner. Lesson 2: Nature Walk Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Engagement, Exploration, Explanation, EvaluationLearning Objective and Lesson Purpose:Learning Objective: The students will make and record observations and measurements about the observable characteristics of plants and animals using written language and pictures.Lesson Purpose: The purpose is for the students to engage in first hand observations of living things. About / In / For the environment:In the environment- This is important here because the students are engaged in learning experiences physically out in a natural setting outside of the classroom, in this case the playground. This directly relates to what they are learning and they can observe first hand what living and nonliving things are. Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (b) Make and record observations and measurements about the observable characteristics of plants and animals using written language, pictures, and charts. Content Background:The teacher needs to know examples of living things such as, animals who are mammals (a warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, the secretion of milk by females for the nourishment of the young, and (typically) the birth of live young), reptiles (cold-blooded vertebrate of a class that includes snakes, lizards, crocodiles, turtles, and tortoises. They are distinguished by having a dry scaly skin, and typically laying soft-shelled eggs on land), and plants (a living organism of the kind exemplified by trees, shrubs, herbs, grasses, ferns, and mosses, typically growing in a permanent site, absorbing water and inorganic substances through its roots, and synthesizing nutrients in its leaves by photosynthesis using the green pigment chlorophyll).Processes Developed:Classifying: They are making schemas about what it means to be a living anizing: They will look at various living things and categorize them into groups that are similar or different. Recording: They will use science journals to record observations in any format they deem municating: The students will use their verbal skills to share their facts, thoughts, and beliefs. Guessing: They will use this process of making prediction in their thinking patterns, where its free from judgment or producing an incorrect answers. Adaptive Dimension: The adaptive dimension here is the use of a science journal for students to record their observations. This journal can be composed of pictures, sentences, or simple words. This gives the freedom for all the different learners and their abilities. If a student feels uncomfortable doing such an activity alone, they can form a buddy group and go on the nature walk together. Children who have possible physical limitations and need devices for mobility can either form a partnership with other students or one of the parent volunteers can be the child’s buddy and assist them in their activity (this will need to be predetermined before hand so the teacher knows how many parent volunteers are needed for the lesson. Cross Curricular Competencies (CCC’s):Think and learn creatively.Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements Imagine and create central images or metaphors for subject area content or cross-disciplinary ideasInterdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how), Visual Arts (using an array of drawings and other visual aids to show the students what living things are), Physical Education (they are outside engaging in movement skills during the nature walk).Prerequisite Learnings: Using the broad ideas expressed in the introductory class, the students will take those ideas and apply them on their walks. What they deem as living things will be what was communicated in class, in the previous lesson, and how they interpreted that. There is no immediate prior knowledge that will be needed. The most basic elements would be for the student to know that there are things, such as animals, that are alive and in the world around us. This is normally something a student is aware of by the time they are in Grade 1 as animals are all around them, many times in both a school and home setting. Materials / Equipment / Safety: A science journal (handed out by the teacher) and a pencil for documenting information downThere is the need for pylonsA sweater or jacket depending on the weatherThe safety concerns here are big. First, there will be some parent volunteers to aid in the supervision of the students in the playground. Second, the teacher will go out before and section off an area with pylons. This will be the controlled space the students will be allowed to flow freely through, and also the boundary that will be allowed in the nature walk. The playground is a big space and having visuals of all the students at all times is crucial. This sectioning off will assure that all students are accounted for and no danger will come from wandering alone too far. The directions for the boundaries will be explicit and made sure that the students understand, and the parent volunteers are clear on their understanding as well. Advanced Preparation: The teacher needs to send home a note in the agenda asking who would like to volunteer in this activity. If a parent is interested they will need to contact the teacher and they will direct them about the schools policy about volunteer procedures (criminal record checks, etc.). Once responses are collected, the teacher can start planning on how big the space can be.The teacher will also need to go measure out a space in the playground to set up the nature walk with pylons. The area will depend on how many students and the amount of parent volunteers. The bigger the classroom and the more volunteers, means the bigger the controllable area can be. Each student will have already received a science journal the day before that they can take out right before they go outside – these will be purchased for the students by the teacher and distributed to eliminate any dispute about who has what kind of journal.Lesson Procedure ENGAGEMENT The lesson here will be taking a nature walk in the playground. This will be done to see all the items, which can be either living (anything that is or has ever been alive) or non-living (anything that is not currently alive or ever has been) that students can actually touch and see. The engagement portion of this lesson is the fact that children are active learners in the environment and can manipulate the world around them. By giving them the freedom to roam and learn at their own free will, it will engage them and keep their attention. EXPLORATION Each student will have a science journal that they will carry around the playground with them and draw pictures, or words, about the things they see on their nature walk. They can record anything from plants, bugs, ants, soil, rocks, bits of garbage, all the way to little animals they might see in the yard. With the use of parental supervision they can walk with the children and help them with words and pictures. Here students can further discover the skills, processes and content being addressed in this lesson by this student centered inquiry. They are continuously engaged and dictate the direction of learning. Once all the data is collected and the class period is coming to an end, all the students will come back inside. This will consist of part one of the lesson. Part two of the lesson will happen inside during the next science lesson. EXPLANATION It is important that the students know what they should be getting out of this and learning from this experience. That’s why it is crucial before they go out, the teacher gives clear and firm directions that this is a learning experience and not a free playtime outside. The goal is for the students to engage in first had observations and measurements about the observable characteristics of plants and animals using written language and pictures in their science journals.ELABORATION EVALUATIONThe type of evaluation is a gauge of learning to inform students of what they have learned. This evaluation is also a way to inform the teacher about what students have learned so that future lessons can be modified/adapted to take in to consideration the learning currently taking place. This will help build the framework of what the children believe is a living thing.Extensions /Modifications:For students who are gifted: They have their writing journals and are able to write full sentences and thoughts. This will give them the freedom to express their thoughts in a non-restricted format.For students who are struggling: If a student feels uncomfortable doing such an activity alone, they can form a buddy group and go on the nature walk together. This gives the opportunity to group work and group share making it an inclusive activity for all the students in the class.Assessment: The form of assessment here is journal writing. This will look at the student’s ability to record their observations and see the conclusions they have made. The journals will be collected and the teacher will evaluate each child’s writing to see if they are following along in the lesson expansion. Drawing a pretty picture of the surrounding area is not adequate enough to dictate understanding. There will need to be a variety of information depicting multiple thoughts and observations through a lesson walk. References (Lesson 2)Google Dictionary (2015). “Mammal Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what different kinds of living things are, so they can later be used to showcase examples. Google Dictionary (2015). “Plant Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what a different kinds of living things are, so they can later be used to showcase examples.Google Dictionary (2015). “Reptile Definition”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what a different kinds of living things are, so they can later be used to showcase examples.Lesson 3: Living vs. Non-Living Things Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Exploration, ExplanationLearning Objective and Lesson Purpose:Learning Objective: The students will describe and list the five characteristics that make an item a living thing (does it take in food and grow, does it move, does it respond to stimuli, does it reproduce, and does it breath and use air.) The students will also be able to decipher between the living and non-living itemsLesson Purpose: The purpose is for the students to establish a guideline and define what it means to be a living thing.About / In / For the environment:About the environment – This is important here because students are learning where the environment comes into play for all living things and for themselves. The lesson addresses content about the environment and possible environmental issues that could affect living things. This also will touch on ecology and the basic introduction of how living things interact among each other.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (b) Make and record observations and measurements about the observable characteristics of plants and animals using written language, pictures, and charts.Content Background: The teacher will need to know and have established the characteristics of living things. Living things are classified as; things that take in food and grow, things that are able to move, things that respond to stimuli, things that reproduce, and things that engage in respiration. Processes Developed:Classifying: They are making schemas about what it means to be a living anizing: They will look at various living things and categorize them into groups that are similar or different. Recording: They will use the worksheets to record observations in any format they deem municating: The students will use their verbal skills to get across their facts, thoughts, and beliefs. Adaptive Dimension: The charts will be handed out in advance so that there is no pressure of creating a chart. Some students struggle with writing and organization skills in Grade 1. This premeditated adaptive measure will help alleviate some of the tension and the possibility that some students might be left behind while the group moves forward with the lesson. Children who have physical limitations for writing abilities can also listen and contribute to the lesson and the finalized chart will be photocopied and given to them.Cross Curricular Competencies (CCC’s):Think and learn contextually.Apply prior knowledge, experiences, and the ideas of self and others in new contexts Analyze connections or relationships within and/or among ideas, experiences, or natural and constructed objects Recognize that a context is a complex whole made of parts Analyze a particular context for the ways that parts influence each other and create the whole Explore norms, concepts, situations, and experiences from several perspectives, theoretical frameworks, and worldviewsInterdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how). Social Studies (they will be talking about possible animals habitats and their place in the environment). Prerequisite Learnings: This is still in the development and assessment phase of the learning process. We are still establishing what it means to be a living thing. However, this will be the lesson that the prerequisite is established and will be needed to proceed to all other lessons. Materials / Equipment / Safety: Students will need pencils and the worksheets from the teacherA white board and markers (or chalk and chalkboard) is needed too for the teacherThere are no immediate foreseen safety hazards from a classroom-centered discussion Advanced Preparation: Photocopy the worksheets and prepare the whiteboard (chalkboard, smart board, whatever is present) with the two columns depicting living and nonliving things. There needs to be another board set up with the numbers 1 to 5 in order for the teacher to write the five defined characteristics of living things.Lesson Procedure ENGAGEMENT EXPLORATION Here students can further discover the skills, processes and content being addressed in this lesson by this student centered inquiry. They are continuously engaged and dictating the direction of learning, and controlling what goes on the chart and on which side. In this lesson, the teacher and students will review all the information they have gathered so far. The teacher will guide the students into discovering the similar denominators present in things that are living and non-living and compare the two. The teacher will ask a number of students (at least each one once) and get them to say one of the things in their science journal they found on their nature walk. This will open up the floor for a student directed discussion. The teacher will write things down on the board and the students will copy them down onto the first chart worksheet “Living vs Nonliving”. The students are looking and exploring for the similarities in what they observed and forming a guideline in their thoughts and data collected. If the students are hesitant to answer and give questions, the teacher can direct the discussion by asking prompting questions like “Where would we put a flower?”, “Where would we put garbage?” etc.EXPLANATION It is important that after this lesson the students take away the knowledge of what decides if something is a living thing. The students will be told the full explanation of what it means to be a living thing and would have seen the connection through the group work. With the use of comparison columns, the class will establish the guidelines for the two groups and keep that as the base when deciphering when something is living. As the columns are filled with ideas with what was seen out in the playground, once many ideas are grouped into one category (for example, birds and squirrels are living because they move) all encompassing statement will be asked (Are these things living things because they move?), and the student will answer correspondingly (yes or no). Once determined, the other board that is set up with the second worksheet will begin to be filled out with the five statements. The five guidelines are: first, does it take in food and grow? Second, is it able to move? Third, Does it respond to stimuli, in other words can something cause it to respond or act differently). Fourth, Does it reproduce, does it have babies”, and fifth, does it engage in respiration, does It breath and use air. These statements will be asked in the form of questions and when the students correctly identify that that is a determining factor, it will be written on the board and then written onto their other worksheet called “What Makes Something a Living Thing”. If students do not seem to be following along or making connections and similar grouping, the teacher can always step in and guide the learning processes of the students directly asking statements that relate. This will conclude the lesson. ELABORATION EVALUATIONExtensions /Modifications:For students who are gifted: They can be given the opportunity to lead some aspects of the discussion. They will also have the freedom to voice their opinions and share their knowledge free of judgment.For students who are struggling: Students who may not be able to keep up can copy from a neighbor and ask for assistance at any time. They also have the ability to draw pictures instead of words.Assessment: ***See WorksheetsReferences (Lesson 3)Google Dictionary (2015). “Definition of a Living thing”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Living vs. Non-living”. Google. This resource was consulted for the activity for this lesson, which I have modified for this lessons purpose. By searching for this title on Google images it gives a variety of websites linked to these images such as and . They include free worksheets (some for pay) that are resources from teachers to teachers to help with unit planning. This reference was specifically used for the ‘Living vs Nonliving’ column comparison worksheet. Google Image Search (2015). “Living Things Clip Art”. Google. This resource was consulted for the visuals in an activity for this lesson, which I have modified for this lessons purpose. Websites such as 20Inquiry%20Activities can also be used to find colorful visual representations to be added onto worksheets. They are in clip art form and are free and easily adaptable, especially when wanting to stick to similar image theme designs. Lesson 4: Aboriginal Classification of Living and Non-living Things Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Engagement, Explanation, Evaluation Learning Objective and Lesson Purpose:Learning Objective: The students will engage in personal, scientific, and Indigenous ways of organizing understanding of living things and be able to describe each approach.Lesson Purpose: The purpose is for the students to develop a cross-cultural sensitivity to Aboriginal views of living things and incorporate them into their learning. About / In / For the environment:About the environment – This is important here because students are learning where the environment comes into play for all living things, and for themselves from an Aboriginal perspective. It also looks at the environment in a symbolic way because the Elder will talk about the importance of the world around them in Aboriginal contexts. The Elder will also speak about their personal experiences that caused learning about themes relating to respect for the environment, values, ethics and attitudes around nature and living things.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (d) Engage in personal, scientific, and Indigenous ways of organizing understanding of living things.Content Background: The teacher will have to know the proper protocol of inviting an Elder to come speak. There needs to be the presentation of tobacco and present it to them as a way of showing thanks and respect. Elders must be offered tobacco when you ask them to share their knowledge. If the Elder accepts the tobacco, they are accepting the request and will do their best to help educate your students. If they cannot do what you are asking, they will say so and decline the tobacco. The exchange of tobacco is representative of a contract where both parties involved are agreeing to mutually respect each others wishes and desires. When giving the tobacco, the teacher will need to place it in front of the Elder (it cannot be directly given to the Elder, it needs to be placed in the teachers open hand and give the Elder the freedom and choice to choose) and state the request (in this case as them to educate our class about Aboriginal classification of Living an Nonliving things). The Elder will accept the request if they pick up the tobacco. It is also important to always speak to the tobacco when making the request, before you initiate the giving of tobacco to the Elder. The tobacco can be given in a pouch, wrapped in a piece of cloth or even in the form of a cigarette. The minimum amount of tobacco is the amount needed to use in a Ceremonial Pipe, but a pouch of tobacco is still the most common form. Despite the negative stigma around cigarettes and tobacco, it is still a sacred medicine to Traditional Aboriginal people and needs to be treated with respect according to their customs. In order to ensure the students understand all of this, it will be briefly communicated and explained before the Elder comes into the classroom. This will help the students to develop a cross-cultural sensitivity to Aboriginal views of living things and incorporate them into their learning experience. Processes Developed:Classifying: They are making schemas about what it means to be a living municating: They are being told about what it means to be a living thing in an Aboriginal context.Adaptive Dimension:There are no foreseen limitations for all kinds of students participating. If students have troubles concentrating or paying attention and are disruptive, they will be taken for a brief walk to refocus and clear their minds so they can return again and continue to participate. All children are in an inclusive environment where they can all participate and no one is singled out, regardless of physical abilitiesCross Curricular Competencies (CCC’s):Understand, value, and care for others. Demonstrate open-mindedness toward, and respect for, all Learn about various peoples and cultures Recognize and respect that people have values and worldviews that may or may not align with one’s own values and beliefs Value the varied abilities and interests of individuals to make positive contributions to societyAdvocate for the well being of othersInterdisciplinary Connections:Social studies (Learning about Aboriginal history and culture), Aboriginal Education (a learning experience from an elder themselves about Aboriginal information). Prerequisite Learnings: The students will need to know what an elder is and their importance. Elders are any person recognized by the aboriginal community as having knowledge and understanding of the traditional culture of community, including the physical manifestations of the culture of the people and their spiritual and social traditions. Elders try to instill in their community members such as respect for the natural world and that the earth is their mother. Aboriginal Elders are deeply committed to share their knowledge, provide guidance, teach others to respect the natural world, to learn to listen and feel the rhythms of the elements and seasons. This will be communicated o the students before the Elder comes into the classroom.Materials / Equipment / Safety: Tobacco for the elder and some form of pouch to present it in. Using two pieces of square cloth, a little pouch can be sewn together. You take the one piece and place it on top of the other, and sew three sides. Then you flip it inside out and place the tobacco inside. Then you tie the top part with a string of your choice. This is a great way so that if the teacher can only get a hold of tobacco in the form of cigarettes, the children will not see this exchange of cigarettes, which many know from home are not acceptable to have.Advanced Preparation: A way to present the tobacco - little cloth pouch.Calling the Elder and arranging them to come out on a specific day. The teacher will have to allocate a set period of time to briefly explain what an Elder is and their purpose in Aboriginal society, and our Western culture and learning experiences.Lesson ProcedureENGAGEMENT In this lesson we will learn about the First Nations worldview about what is considered a living thing. This lesson will be introduced and conducted by an Elder who will join our class for the lesson. The elder is a guest speaker in the classroom therefore making it engaging and getting the students excited. Right before the Elder starts the teaching, all the advanced explanation and presenting of tobacco will be done. When giving the tobacco, the teacher will need to place it in front of the Elder (it cannot be directly given to the Elder, it needs to be placed in the teachers open hand and give the Elder the freedom and choice to choose it or not) and state the request (in this case as them to educate our class about Aboriginal classification of Living an Nonliving things). The Elder will accept the request if they pick up the tobacco. It is also important to always speak to the tobacco when making the request, before you initiate the giving of tobacco to the Elder. The tobacco can be given in a pouch, wrapped in a piece of cloth or even in the form of a cigarette. EXPLORATION EXPLANATION The Elder will share their own personal insights and stories about living and non-living things in a First Nations context, and how it differs from the scientific approach for a 30 minute period of time. This will be left up to the discretion of the Elder about the topics they wish to explain, talk about and elaborate on. The Elder will discuss their world view and how it encompasses the belief that everything is a living thing and has a special spirit that needs to be respected. ELABORATION EVALUATIONAfter the Elder has conducted their teachings, the students will have ten minutes to return to their desks and write a journal entry in their science journals. This will encompass anything they may have learned from the teachings and how it differs from their current knowledge. This is one of the simplest ways to promote the students to think about living things from a cross -cultural perspective and draw conclusions, not necessary scientific ones. This will be a way to draw a closure to the lesson and reinforce what students were supposed to get out of the lesson. Extensions /Modifications:Assessment: The form of assessment here is journal writing. This will look at the student’s ability to record their observations and see the conclusions they have made. After the Elder is done their teachings, the students will have an opportunity to write in their science journal about what they learned and how it differs from the lessons they have previously been doing. This can be sentences, pictures, or thoughts that arose from the presentation. The journals will be collected and the teacher will evaluate each child’s writing. The teacher will be looking to see if there is the basic understanding, and students are following along in the lesson expansion. They should be able to identify Aboriginal worldviews and information about living and non-living things from a First Nations perspective. References (Lesson 4)Government of Saskatchewan (2013). Treaty Education Outcomes and Indicators. Saskatchewan Ministry of Education. This resource was used to collect the content background for the teacher, and the student’s prerequisite knowledge in this lesson. This includes all the information about the Elders, traditions, protocols, and procedures for inviting an Elder to speak. Office of the Treaty Commissioner (2015). Treaty Essential Learnings: We Are All Treaty People. This resource was used to collect the content background for the teacher, and the student’s prerequisite knowledge in this lesson. This includes all the information about the Elders, traditions, protocols, and procedures for inviting an Elder to speak. Office of the Treaty Commissioner (2015). Timeline of the Treaty Relationship in Canada. This resource was used to collect the content background for the teacher, and the student’s prerequisite knowledge in this lesson. This includes all the information about the Elders, traditions, protocols, and procedures for inviting an Elder to speak. Office of the Treaty Commissioner (2015). Teaching Treaties in the Classroom: Participants Manual This resource was used to collect the content background for the teacher, and the student’s prerequisite knowledge in this lesson. This includes all the information about the Elders, traditions, protocols, and procedures for inviting an Elder to speak. Lesson 5: What is a Characteristic? Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Explanation, Elaboration, EvaluationLearning Objective and Lesson Purpose:Learning Objective: Students will describe and identify what a characteristic is and what a physical characteristic is, and the difference between the two.Lesson Purpose: The purpose is to distinguish between a characteristic and a physical characteristic. About / In / For the environment:About the environment- This is very important here because the students will be learning about the characteristics of living things and how they behave - more specifically how these living things behave in the environment around them. Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicators: (c) Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria. (e) Describe characteristics common to humans (e.g., eyes, ears, hair, and numbers of limbs and teeth) and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique. (f) Compare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants of various types and sizes that live in different habitats. (i) Differentiate among animals according to their observable characteristics.Content Background:The teacher needs to be able to decipher between a characteristic and a physical characteristic as the teacher. Characteristic is something that helps to explain what an object (living or non) is and how it behaves. These would be the five characteristics established in previous lessons about what makes a living thing; these are things like what kind of food it eats to grow, how it moves, how it responds to stimuli, it reproduces, and how it breathes. A physical characteristic is a something we can describe about an object by using our senses. This includes things someone can see, taste, touch, and hear. These are defining traits or features about a living thing (or an object). Examples would be hands and feet in humans for movement and completing tasks, or tongue for tasting food in both animals and people. These differ from one animal to another animals, such as fish for example, because they have gills for breathing and fins for swimming while humans do not. Plants on the other hand have all these parts (stem, leaves, roots) that make up their physical characteristics and defining features for photosynthesis, that again humans and animals do not have. Each physical characteristic has a purpose on the person, animal, or plant.Processes Developed:Classifying: They are putting together what it means to have certain characteristics. Organizing: They are forming concepts of different kinds of characteristics and separating the two mentally. Recording: They will be keeping documentation of examples of characteristics and physical characteristics of living things. Adaptive Dimension: For students who may need assistance with their writing skills they may go with a partner and get assistance there. There is no need for physical movement during this lesson; therefore children with possibly mobility issue will still be able to participate in an inclusive environment. Cross Curricular Competencies (CCC’s):Think and learn contextually. Apply prior knowledge, experiences, and the ideas of self and others in new contexts Analyze connections or relationships within and/or among ideas, experiences, or natural and constructed objects Recognize that a context is a complex whole made of parts Analyze a particular context for the ways that parts influence each other and create the wholeExplore norms, concepts, situations, and experiences from several perspectives, theoretical frameworks, and worldviews. Interdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how) and Visual Arts (using drawing representations to examine and define a topic further).Prerequisite Learnings: Student will need to know and how to classify what a living thing is (The criteria is: does it take in food and grow, is it able to move, does it respond to stimuli, does it reproduce, and does it engage in respiration). They will learn in this lesson what a physical characteristic is. Materials / Equipment / Safety: Worksheets, picture cards for each group and a pencilThere are no immediate foreseen safety concerns from a classroom worksheet activity.Advanced Preparation: Photocopy the worksheets beforehand and have them ready to distribute to the students.Lesson ProcedureENGAGEMENT EXPLORATION EXPLANATION In this lesson, students will learn what a physical characteristic is and how it differs from a characteristic. The student will be given a lecture type format about the different types of characteristics. This can be taken from the content background section above and be taught to the students in a group discussion. Characteristic is something that helps to explain what an object (living or non) is and how it behaves. These would be the five characteristics established in previous lessons about what makes a living thing; these are things like what kind of food it eats to grow, how it moves, how it responds to stimuli, it reproduces, and how it breathes. A physical characteristic is a something we can describe about an object by using our senses. This includes things someone can see, taste, touch, and hear. These are defining traits or features about a living thing (or an object). Examples would be hands and feet in humans for movement and completing tasks, or tongue for tasting food in both animals and people. These differ from one animal to another animals, such as fish for example, because they have gills for breathing and fins for swimming while humans do not. Plants on the other hand have all these parts (stem, leaves, roots) that make up their physical characteristics and defining features for photosynthesis, that again humans and animals do not have. Each physical characteristic has a purpose on the person, animal, or plant. This little lesson can be communicated to the students in an open discussion format. In order to get the students thinking, the first worksheet will be completed here together as a class. The People Matching Worksheet will be done together as the teacher dictates the paragraph and the student’s draw the appropriate lines to match it to the fitting cartoon. This portion will last approximately 50 minutes. ELABORATION The students will be separated into four groups, they will be selected by a 1, 2, 3, 4 method giving each students a number, then grouping all the 1s together, all the 2s together, all the 3s together, and lastly all the 4s together. Each group will receive a picture of a living thing and be asked to think about some of the unique characteristic and physical characteristic is has based on the discussion that was just done. This student centered inquiry will allow them to make connections, build on their learning, use critical and creative thinking skills, problem-solving skills, and allow for application of the learning and relationship building between ideas. The teacher will continuously walk around the classroom to ensure that the students are on track and participating fully. This is also an opportunity to provide some individual prompts to get the students thinking. Once a ten-minute span has gone by the groups will come back to their desks and share the information they have gathered. This will last approximately 5 minutes.EVALUATIONFor the remaining 10 minutes of the lesson, the students will be given worksheets that will have two columns that will have physical characteristics of animals. The students will have to draw lines from the description of the animal to the correct picture of it. This will wrap up the lesson and reinforce what different characteristics are. Extensions /Modifications:For students who are gifted: The can get out their science journals and write a story about a living thing of their choice. This can include any characteristics they would like and allow for them to expand independently on what they have learned. For students who are struggling: These students can go with a partner to help do the worksheets together. This eliminates them falling behind or lost in conversation.Assessment:*** See Worksheets***See Picture CardsReferences (Lesson 5)Google Dictionary (2015). “Definition of a Living thing”. Google. This resource was used to collect the content background for the teacher in this lesson to establish what a different kinds of living things are. Google Dictionary (2015). “Characteristic Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Dictionary (2015). “Physical Characteristic Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Animal Clip Art”. Google. This resource was consulted for the visuals in a worksheet activity for this lesson, which I have modified for this lessons purpose. Websites such as can also be used to find colorful visual representations to be added onto worksheets. They are in clip art form and are free and easily adaptable. In the ‘Matching the Animal to its Characteristic’ worksheet’s case, I specifically changed the search title to either say lion, alligator, bear, pig elephant, flamingo, hippopotamus, mouse, zebra, or giraffe clip art. Similar searches were conducted for sunflower clip art, fish clip art, tree clipart, and human clip art for the ‘Group Activity cards for Characteristics’. iSLCollective Ltd. (2015). “Physical Characteristics”. The first worksheet on human physical characteristics titled “Read the Descriptions and Match” came from the search engine of , with the search box looking for ‘Physical Characteristics’. They have valuable resources for printable, projectable, and teaching tips for teachers. Lesson 6: What Makes Us Human Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Exploration, Explanation, ElaborationLearning Objective and Lesson Purpose:Learning Objective: The students will describe characteristics common to humans and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique.Lesson Purpose: The purpose of the lesson is for students to understand that humans are different and unique compared to other species, and have identifying characteristics that make them human. About / In / For the environment:For the environment- This is important here because the activity is designed to look at individuals and how they coexist in the environment. This activity will show the characteristics necessary to survive and how the environment around influences such things for humans. Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (e) Describe characteristics common to humans (e.g., eyes, ears, hair, and numbers of limbs and teeth) and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique. Content Background:The teacher will need to know that humans are self-aware social?mammals generally possessing the ability to reason, speak, and use complex tools. The teacher will also have to know the purpose of each body part in relation to the self. The eyes are for seeing the world all around us. The ears are used for hearing the world around us. The mouth is for allowing food to enter into your body. The nose is used for smelling the world around us. The hands are used to allow you to pick things up and touch the world around us. Hair is on top of your head to keep your head warm. Teeth are used to crush up food in our mouths so that we can swallow it. The tongue is used to taste things. Feet are used to help a person talk. Knees are joints that allow us to bend our legs. The heads hold our brains and allows people to function properly. Lastly, the heart pumps blood and oxygen through our bodies.Processes Developed:Classifying: The students will be distinguishing what certain body parts are and their purposes. Recording: They will be documenting where certain body parts are on their drawing. Planning: They will engage in a type of planning to decipher how they want their life size drawing to look like and what it needs to encompass the crucial parts that make a municating: They will be dictating what they know about body parts and their purposes.Designing: They are creating representational drawings of themselves and designing something personal that characterizes themselves. Adaptive Dimension:For students with physical limitations, or who use mobility devices, this self-representation can also be conducted. They will get a pre-traced figure of a body, and then in addition to the frame, they can draw any walking devices that they use to aid in movement. This would require the teacher to have some predesigned ones on hand. If a child has other limitations and does not feel confortable, they can go with a partner together and complete one sketch.Cross Curricular Competencies (CCC’s):Think and learn creatively.Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements Imagine and create central images or metaphors for subject area content or cross-disciplinary ideas Interdisciplinary Connections:Visual Arts (they will engage in a visual construction of personal representations), Health Education (they will be learning about the human body and parts of the body and their purpose). Prerequisite Learnings: The students will need to know that they are human beings and are different from other animals. This lesson will give them further knowledge about the body parts and the purpose and function of certain ones. This is a lesson that will be used to develop the prerequisite for suture lessons about humans and the human body. Materials / Equipment / Safety: Body length size piece of white paperPencil crayons, markers, crayonsThere are no immediate safety concerns from this class activity at this time.Advanced Preparation: Precut sheets of massive white paper (1.5 m/each) will need to be cut and gathered aside for each student. Lesson ProcedureENGAGEMENT EXPLORATION In this lesson the students will learn about what it means to be human. The students will engage in a student-centered inquiry and see first hand how their body parts have significance in the world around them and to themselves. This activity will allow the students to further explore and discover the connections and elaborations in the world. EXPLANATION The activity to accompany this will be self-drawings of themselves and their ability to label all major body parts. Each student will take a piece of large body length white paper and find an area on the floor to work in. Each student will form a buddy duo to help trace each other. This tracing of a person is called a silhouette. After the silhouette is drawn the students will each be given a sheet of paper with a list of body parts they will need to cut out, glue, and correctly identify. These will include the five senses (eyes, ears, mouth, nose, hands), along with hair, teeth, tongue, feet, knees, head, heart, fingers, toes, legs, and arms. ELABORATION The students will be given 25minutes to label and color their silhouette as best as they can. After the allotted time period ends, there will be a class discussion for 15minutes about the purpose of each body part in relation to the self. The eyes are for seeing the world all around us. The ears are used for hearing the world around us. The mouth is for allowing food to enter into your body. The nose is used for smelling the world around us. The hands are used to allow you to pick things up and touch the world around us. Hair is on top of your head to keep your head warm. Teeth are used to crush up food in our mouths so that we can swallow it. The tongue is used to taste things. Feet are used to help a person talk. Knees are joints that allow us to bend our legs. Heads hold our brains and allows us to function properly. Lastly, the heart pumps blood and oxygen through our bodies.EVALUATIONExtensions /Modifications:Assessment:***See HandoutReferences (Lesson 6)Google Dictionary (2015). “Human Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Silhouette Clipart”. Google. This resource was consulted for the visual in the activity for this lesson, which I have modified. The use of a visual representation at the end of the hand out added to the visual effect.Lesson 7: What Makes an Animal Date Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Engagement, Exploration, EvaluationLearning Objective and Lesson Purpose:Learning Objective: The students will describe the appearance and behaviour of familiar animals and observe how they are similar and differ from humans. They will also be able to record information, using written language and pictures about the appearance and behaviour of familiar animals, such as classroom or personal pets during a specific time. Lesson Purpose: The purpose here is to be able to identify what makes an animal and how it is different from other living things (like humans). This lesson will teach the students the characteristics and behaviours of familiar animals, and how they can make note of such information. About / In / For the environment:In the environment- This is important here because even though this lesson is not happening outside of the classroom setting in the environment, there will be an aspect of the environment brought inside. This will allow the students to see first hand a living thing and how it interacts and responds to stimulus around it. Taking this part of nature and showing it in the classroom can get the students to appreciate the importance and significance of the environment around them.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicators: (c) Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria. (g) Record information, using written language, pictures, and tables, about the appearance and behaviour of familiar animals, such as classroom or personal pets, at regular intervals over a specific time interval. (h) Describe the appearance and behaviour (e.g., method of movement, social grouping, diet, body covering, habitat, and nocturnal vs. diurnal orientation) of familiar animals (e.g., bumblebee, worm, dog, cat, snake, owl, fish, ant, beaver, rabbit, and horse). (i) Differentiate among animals according to their observable characteristics.Content Background:The teacher will need to know that animals are living organisms that feed on organic matter, typically have specialized sense organs and nervous system, and are able to respond rapidly to stimuli. These are the basics needed at this point. The teacher will need to know what certain body parts do. The legs help the dog move about. The tail is used to communicate. Dogs have a kind of language that's based on the position and motion of their tails. The tongue is used to drink water and taste food. The eyes are for the dog to see the word around them. The nose is used to smell the world around them. The whiskers help with perception of space and how aware they are of themselves in a space. The nails are…. The tummy is where the food goes and what dogs love to have rubbed. The head of the dog is where the brain is and body is what the head is attached to. The ears are used for hearing. Lastly, the paws are used to dig, hold objects in place, play, and move. Processes Developed:Classifying: They are identifying this as a living thing called an animal, more specifically a dog.Recording: They are observing the living thing and recording what they see on a sketch. Designing: They have the freedom to create and color the drawing to their liking.Adaptive Dimension:For the students with limited abilities for movement, the dog will be brought to them so they can observe from a closer perspective. For the students who may be visually impaired, they will be given the opportunity to physically touch the animal to develop their own perspective and visual.Cross Curricular Competencies (CCC’s):Explore and interpret the world using various literacies.Inquire and make sense of ideas and experiences using a variety of strategies, perspectives, resources, and technologies Use various literacies to challenge and question understandings and interpretations Interpret qualitative and quantitative data (including personally collected data) found in textual, aural, and visual information gathered from various media sources Use ideas and technologies in ways that contribute to creating new insight Interdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how), Visual Arts (using drawings and other visual aids to show the characteristics of living things). Physical Education (they are engaging in movement skills during the observing portion of the lesson).Prerequisite Learnings: The students will need to know that like humans, animals are living things too. They will learn in later lessons about determining physical characteristics. Materials / Equipment / Safety: The worksheet and a pencil/crayons/markersThere are a few safety concerns here. Anytime a live animal is brought into the classroom, there posses a possible risk of something going wrong (a bite, scratch, animal getting lost, etc.) I will ensure that the dog is constantly monitored and I will follow him around the classroom while the children observe. If there is a sense that the dog is getting nervous, he will be picked up and held in my arms to alleviate some of his anxiety. The parents will also be informed of this lesson and if they choose to remove their child from the lesson they are free to do so. For the students who may not want to participate and are scared of dogs, they can sit at their desks and color freely or start working on their drawing and labeling activity.Advanced Preparation: I will ensure that the dog has all their vaccinations up to date and nails clipped. I will make sure the puppy drawing sheets are photocopied and ready to be given to each student too.Lesson ProcedureENGAGEMENT In this lesson we will learn about what makes something an animal, and how that is different than a human. As a visual aid and an approach that will engage the students, I will bring my own puppy to class and use him as a real life example. The children will engage in an observation of little Jax and see how he roams about the classroom and what physical characteristics he has that makes him unique. I will even have some little treats with me that will be used to get Jax to perform tricks for the students. This will encompass a 30-minute free observation time where the students can look at him freely and roam the classroom as they take in the new visitor. They will be able to ask questions, make inferences, and even guesses about characteristics of animals. The students will be directed not to try and touch the puppy – unless the puppy approaches them and engages in some interaction. We will be observing and observation cannot take place if there is interference.EXPLORATION The students will look at Jax’s physical characteristics, and how he has the similar components to the checklist they have established that make up living things. This will give the students an opportunity to experience what a living thing does and how it interacts with its environment around it. This will also give them a chance to look back and reflect on the characteristics they have learned about, and see them as a live example in front of them. At this point the student will each have been handed a coloring sheet on their desks and a sheet with a list of body parts. They willneed to cut out and glue the body parts onto the correct location. This includes legs, tail, tongue, eyes, nose, whiskers, nails, belly, head, body, ears and paws. They will have the freedom to color in the picture as they please as well. As the students are drawing and writing down the parts of a dog that make them unique Jax will continue to roam around and provide inspiration for the students.EXPLANATION ELABORATION EVALUATIONAfter all the observing has been competed the students and the teacher will engage in a 10-minute class discussion. We will go through each of the body parts and features of a dog observed by the students and find the meaning and purpose of each limb. The tail for example is used for wagging, The tongue is used to drink water, etc. This will draw closure to the lesson and the students will be reminded of what they were supposed to get out of the lesson. They will now be able to identify what makes an animal and how it is different from other living things like humans.Extensions /Modifications:Assessment:***See Worksheet***See HandoutReferences (Lesson 7)Google Dictionary (2015). “Animal Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Dog Drawing”. This resource was consulted for the activity for this lesson, which I have modified. The Google results redirected me to where there are various free anime visuals. I used the dog particularly to further supplement my lessons target, but this website can be used to make future worksheets and use large visuals for coloring in as well. Lesson 8: Animal Report Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (5) 40minute Class PeriodsParts of the Learning Cycle Involved:Explanation, Elaboration, EvaluationLearning Objective and Lesson Purpose:Learning Objective: Students are able to communicate knowledge (e.g., share a story, describe an experience, or draw a picture) about the observable characteristics of a favourite plant or animal.Lesson Purpose: The purpose of this lesson is for the students to communicate and share with the other classmates what they have learned, and the information they have gathered from our lessons so far, and be able to respond accordingly to questions or comments from other students about their animal. About / In / For the environment:In the environment- This is important here because the students are taking a part of nature and showing it in the classroom. They will be teaching and sharing with their classmates the information gathered during their research and how their animal interacts among the world around them. This can get the students to appreciate the importance and significance of the environment around them.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (k) Communicate knowledge (e.g., share a story, describe an experience, or draw a picture) about the observable characteristics of a favourite plant or animal. (l) Respond positively to others’ questions and ideas about the observable characteristics of living things.Content Background:The teacher will need to know that animals are living organisms that feed on organic matter, typically have specialized sense organs and nervous system, and are able to respond rapidly to stimuli. The content background here is not abundant because each student will research a different animal and the prior knowledge cannot be the same.Processes Developed:Organizing: They are gathering information and determining facts to use in their presentation.Recording: They are using the worksheet to document the found facts and information.Planning: They are determining the way they will want to communicate the information to the rest of the municating: The students will use their verbal skills to get across their facts, thoughts, and beliefs.Designing: They will go about creating something that is visually appealing and representative of what they want to showcase to the class about their animal.Adaptive Dimension:For students who may have physical limitations or visual impairments, they are allowed to do this report in partners and conduct the research together and create and present the poster together as well. Cross Curricular Competencies (CCC’s):Express understanding and communicate meaning using various literacies Create, compute, and communicate using a variety of materials, strategies, and technologies to express understanding of ideas and experiences Respond responsibly and ethically to others using various literacies Determine and use the languages, concepts, and processes that are particular to a discipline when developing ideas and presentations Communicate ideas, experiences, and information in ways that are inclusive, understandable, and useful to others Select and use appropriate technologies in order to communicate effectively and ethically.Interdisciplinary Connections:Language arts (use of verbal skills to dictate what they know and how), Visual Arts (using drawings and other visual aids to show the characteristics of living things), Social Studies (they will be talking about possible animals habitats and their place in the environment).Prerequisite Learnings: The students will accumulate the prerequisite knowledge during the first three lessons of this block. They need to know what does their animal eat to grow, how does it move all by itself, does it move when you touch it or react to things around it, does it have babies, what are the babies called and lastly does it breath. Each child’s information will be different therefore specifics cannot be generalized. As a result, this information will be used to further build on and conduct their poster presentations.Materials / Equipment / Safety: A worksheet to help gather the information and a pencil Library, either for books or computer useThey will also be allowed to create their own poster presentation and any materials can be utilized from the art collection. This can include, colored paper, poster paper, markers, glitter, stickers, glue, scissors, crayons, pencil crayons, etc. What ever is most readily available can be used with the teacher’s discretionThere are no immediate safety concerns from a classroom worksheet and poster creating activity.Advanced Preparation: The worksheet will need to be photocopied, and prepared for distribution. The art materials that will be used for posters will need to be taken out of the art room, or wherever it may be stored. They will be relocated into the classroom and kept there right before the poster making lesson in the sequence comes up.Lesson ProcedureENGAGEMENT EXPLORATION EXPLANATION During this lesson students will be asked to create an animal report about their favorite animal. This can include a presentation with stories, drawings, or show and tell that will communicate and share with the other students of the class the knowledge they have learned from previous lessons. Children will focus on explaining what they know about their animal and how they came to know it. Each student can pick their own animal, however the entire class needs to pick a different animal each. ELABORATION The first two classes will focus on going to the library and finding the information. This independent research will allow the students to look at numerous amounts of books, magazines, even the computers (if they are able to use them properly) and research information about their animals. Each student will be given an Animal Report worksheet that will highlight the important information needed for the presentation. They are looking to find what the animal is called, what does the animal eat to grow, does the animal breath, does the animal have babies, and if so what are they called, how does the animal move around, and does the animal move when touched, and how. They can also ask for assistance from the librarian or the teacher. The third class period in the sequence will be the class the students make the visual representations - in this case a poster that they will share to the class. They can use markers, pencil crayons, etc, anything in the immediate classroom that the teacher can provide. Once finished the students’ posters will be collected and prepared for the presentation days. The last two class period days in the sequence will be poster presentation days. The students will present what they have learned about their animal by referring to the guideline worksheet handed out before hand. Each student’s (or partnering) will show their poster, talking about the five main things and then open up the floor for any possible questions from their classmates.EVALUATIONHere the students will relay to the other classmates what they have learned about living things and special characteristics about their animals. They are also relaying to the teacher what they have learned to help direct the path of future lessons. Perhaps a concept, like respiration, is still not making sense to the students, therefore needs to be focused on a bit more in future lessons. Extensions /Modifications:For students who are gifted: They can be given the opportunity to research more than what is needed on the worksheet. This will be left up to the discretion of each gifted students, and as long as the five main concepts are covered they can add any other aspect to their presentation they want. This can include fun facts or other interesting things about their animal. For students who are struggling: Students who may not be able to fully complete this alone can go into a partnership with another students and complete this together. This will eliminate any stress or inability to compete fully alone.Assessment:The formal assessment here will include a check-list that the educator will make to ensure that the students mentioned all of the five essential factors that make something a living thing. The teacher will be looking to ensure that the students said in their presentation: What their animal eats to growHow does their animal move all by itself Does their animal move when it is touched or react to things around itDoes their animal have babies, If so, what are the babies called Does their animal breathThe grading sheet will consist of a yes or no checkmark format that will ensure each student has talked about the five key points in their poster presentation. ***See Worksheet and Grading RubricReferences (Lesson 8)Google Dictionary (2015). “Animal Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Animal Clip Art”. Google. This resource was consulted for the visuals in a worksheet activity for this lesson, which I have modified for this lessons purpose. Websites such as can also be used to find colorful visual representations to be added onto worksheets. They are in clip art form and are free and easily adaptable. In this worksheets case, I specifically changed the search title to either say lion, rabbit penguin, or elephant clip art to find specifically what I was looking for. Lesson 9: What Makes a Plant Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class PeriodParts of the Learning Cycle Involved:Explanation, Elaboration, EvaluationLearning Objective and Lesson Purpose:Learning Objective: Students will compare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants and their physical components, to other living things such as humans and animals while finding similarities and differences. Lesson Purpose: The purpose is for the students to be introduced to another type of living thing that is not a human or an animal. They will see that some living things do the same things as humans and animals but in different ways (ex. how they use oxygen, how they get nutrients).About / In / For the environment:For the environment – This is important here because this activity is designed to address topics relating to respect for the environment, values, ethics and attitudes that will be in support of the environment. Looking at what it takes to make a pant survive is crucial in showing the respect for the environment and all it has to offer to us. This will show the students the value behind nature and what it supplies us with and what it does for the vegetation on earth.Outcomes & Indicators:Outcome: LT1.1: Differentiate between living things according to observable characteristics, including appearance and behaviour. Indicator: (c) Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria. (f) Compare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants of various types and sizes that live in different habitats.Content Background:The background needed will be the knowledge of the parts of the plant and the plant life cycle. The parts of a plant include: roots (these act like straws absorbing water and minerals from the soil. Tiny root hairs stick out of the root, helping in the absorption. Roots help to anchor the plant in the soil so it does not fall over. Roots also store extra food for future use), stems (stems support the plant and act like the plant's plumbing system, conducting water and nutrients from the roots and food in the form of glucose from the leaves to other plant parts), leaves (this is where food is made for plants. They are designed to capture sunlight which the plant uses to make food through a process called photosynthesis), flowers (these are the reproductive part of most plants. Flowers contain pollen and tiny eggs called ovules. After pollination of the flower and fertilization of the ovule, the ovule develops into a fruit), fruit (some plants have these and they provide a covering for seeds. They can be soft like a nectarine or hard like a nut), and seeds (they contain new plants and form in fruits). Photosynthesis is the process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct. The life cycle of a plant is as follows: The life or a pant begins as a seed. Once the seed is watered and warmed it germinates. The root pushes through the seed coat. The roots of the seedling grow down into the soil and the leaves and stem push out of the ground. The stem and its leaves grow toward the sunlight. The leaves make the plant’s food and the flowers form a bloom. New seeds are formed inside the flower or within the fruit, that come after the flower dies. The seeds are then scattered and wait to start growing all over again and repeat the cycle. Germinate is when a seed or spore begin to grow and put out shoots after a period of dormancy.Processes Developed:Classifying: The students will compare observable characteristics of plants to those of other living things and categorize them into groups that are similar or different. Organizing: They are forming concepts of different kinds of observable characteristics and separating them mentally. Designing: The students will be creating a visual representation of a plant and the necessary components that make it. Adaptive Dimension:If there are students who have limited physical capabilities, they can have precut shapes and materials made for them to make the plant. This will eliminate any difficulties with using scissors and the gluing and arranging portion can be complete with a partner or by the teacher for help. Cross Curricular Competencies (CCC’s):Think and learn creatively.Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements Imagine and create central images or metaphors for subject area content or cross-disciplinary ideas. Interdisciplinary Connections:Visual Arts (using drawings and other visual aids to show the characteristics of living things)Prerequisite Learnings: This is still in the development and assessment phase of the learning process in regards to differentiating between living things according to observable characteristics. The students are still establishing what it means, however, this will be the lesson that the prerequisite is established and will be needed to proceed to all other lessons related to plants. Materials / Equipment / Safety: White, green, or brown construction paper for each student10 seeds for each studentMarkers, crayons, pencil crayons (whatever the student chooses), scissors, and glueA collection of pink, yellow, blue or orange construction paperFlower tracersPowerPoint: board, overhead projector, TV (any type of device a visual can be displayed on)There are no immediate foreseen safety concerns from a classroom PowerPoint and craft. Advanced Preparation: Colored construction paper will need to be gathered and an example made beforehand. There will need to be seeds collected as well (teachers choice) and the PowerPoint downloaded and ready to use.Lesson ProcedureENGAGEMENT EXPLORATION EXPLANATION In this lesson, the purpose is to look to see the physical characteristics that make up a plant in general. There will be a PowerPoint shown to the students and explained in detail about the components that make up a plant. It will look at the group representations of plants as living things and teach the students the basic fundamentals of plants. This PowerPoint will last approximately ten minutes. ELABORATION Here the students will be able to apply the learning by creating a visual. After the PowerPoint is complete, a craft will be made that will show the students where the leaf, root, stem, flower or fruit, and seeds that started it all are located. This craft will be assembled and then be labeled and decorated. This will allow students to physically see the components and have the ability to identify them and how they differ from humans and animals. Each of the directions below the teacher will physically do and show to the students how it should be completed first (how to cut out a stem, a root, a leaf, etc). This will eliminate any confusion or students not following along properly. The teacher will also have completed their own example before hand, which will be displayed in the front of the class for reference. Each student will receive a green piece of construction paper. They have the freedom to cut out a stem of their liking and as many leaves (any size) as they want their plant to have. They will also be given some seeds from the teacher for the craft and brown construction paper for the roots. Again the students can cut out as many brown stringy pieces they want to make up the roots. After that the students can either choose a pink, orange, blue or yellow piece of construction paper to make the flower. They will need to glue some seeds in the middle of the flower because that is where they come from. Once all the pieces are cut and ready, each student will be given a white piece of paper to glue it all onto. Five of the seeds will go at the bottom of the page and then the roots slightly above them. The students will then draw ground with their coloring utensils and continue to build the flower up. The stem will be places above the ground and the leaves on either side. Lastly the flower will be glued on the top (with the other five seeds in the middle of it) and that completes the visual representation. The craft portion will take approximately 25 minutes to complete. Students are also free to decorate and color the backgrounds of their craft to create a sun, other flowers, etc. EVALUATIONHere the teacher will engage in a gauge of learning to inform students of what they have learned in the last five minutes of the lesson. The teacher will ask questions like, “What parts make up a plant?” and “Do people have stems and leaves like plants?” or “How are plants and animals similar and dissimilar?” This will allow the students to think critically and realize that all living things do not have to come in the form of animals and people and have distinct observable characteristics. Extensions /Modifications:Assessment:***See Example***See Flower Tracer TemplatesReferences (Lesson 9)Google Dictionary (2015). “Germinate Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Plant Craft Examples”. Google. This image was included in the lesson plan to show a variation of what the plant craft can actually look like. Google Dictionary (2015). “Photosynthesis Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Image Search (2015). “Flower templates”. Google. This resource was consulted for the visuals in the activity of this lesson, which I have modified. Whitehouse, M. (2013). Parts of a Plant and The Life Cycle of a Plant. PowerPoint retrieved from . This PowerPoint was used to teach the students the parts of a plant and the life cycle of a plant. This information was included in the content background section of the lesson plan for the teachers, and established the prerequisite learnings the students will need to know. Lesson 10: Essential Needs Date: Beginning of Semester (Month of September) Subject: Science Grade: 1Time: (1) 40minute Class Period Plus an additional 5 minutes everyday for a two-week spanParts of the Learning Cycle Involved:Engagement, Exploration, Explanation, EvaluationLearning Objective and Lesson Purpose:Learning Objective: Students will identify the physical needs, (i.e., food, water, air, and shelter) that plants, animals, and humans require for survival. Student will record information, using written language, pictures, and tables, about the appearance and progression of growth in seeds planted.Lesson Purpose: The purpose here is for students to see how crucial essential needs are when it comes to living things. The plants in the classroom will be a daily reminder and a way for them to experiment themselves and see first hand how it all comes together. About / In / For the environment:For the environment – This is important here because this activity is designed to address topics relating to respect for the environment, values, ethics and attitudes that will be in support of the environment. Looking at what it takes to make a pant survive is crucial in showing the respect for the environment and all it has to offer to us. This will show the students the value behind nature and what it supplies us with and what it does for the vegetation on earth.Outcomes & Indicators:Outcome: LT1.2: Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs. Indicator: (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?).Content Background:The background needed will be the knowledge of the parts of the plant and the plant life cycle. The parts of a plant include: roots (these act like straws absorbing water and minerals from the soil. Tiny root hairs stick out of the root, helping in the absorption. Roots help to anchor the plant in the soil so it does not fall over. Roots also store extra food for future use), stems (stems support the plant and act like the plant's plumbing system, conducting water and nutrients from the roots and food in the form of glucose from the leaves to other plant parts), leaves (this is where food is made for plants. They are designed to capture sunlight which the plant uses to make food through a process called photosynthesis), flowers (these are the reproductive part of most plants. Flowers contain pollen and tiny eggs called ovules. After pollination of the flower and fertilization of the ovule, the ovule develops into a fruit), fruit (some plants have these and they provide a covering for seeds. They can be soft like a nectarine or hard like a nut), and seeds (they contain new plants and form in fruits). Photosynthesis is the process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct. The life cycle of a plant is as follows: The life or a pant begins as a seed. Once the seed is watered and warmed it germinates. The root pushes through the seed coat. The roots of the seedling grow down into the soil and the leaves and stem push out of the ground. The stem and its leaves grow toward the sunlight. The leaves make the plant’s food and the flowers form a bloom. New seeds are formed inside the flower or within the fruit, that come after the flower dies. The seeds are then scattered and wait to start growing all over again and repeat the cycle. Germinates is when a seed or spore begin to grow and put out shoots after a period of dormancy.Processes Developed:Hypothesizing: The students will all take educated guesses as to which plant pot in a specific condition will grow. They will take into consideration all that they know so far about what plants need to live. Recording: The students be keeping note and documenting the changes that occur over the next couple of days.Designing: We as a group will be designing an experiment to see which habitat is ideal for survival.Experimenting: We are engaging in an activity that requires manipulating variables that will influence the survival of a certain plant.Adaptive Dimension:This is a group activity lead by the teacher. Students with mobility issues will be sure to be placed at the front of the class so their line of vision can be clear. For those students who have visual problems they will be given the opportunity to come up and feel all the materials and be allowed to come and touch the plants and physically feel their progress throughout the weeks.Cross Curricular Competencies (CCC’s):Understand and value social, economic, and environmental interdependence and sustainability.Examine the influence of worldviews on one’s understanding of interdependence in the natural and constructed worldEvaluate how sustainable development depends on the effective and complex interaction of social, environmental, and economic factorsAnalyze how one’s thinking, choices, and behaviors affect living and non-living things, now and in the future Investigate the potential of individual and group actions and contributions to sustainable developmentDemonstrate a commitment to behaviours that contribute to the well-being of the society, environment, and economy – locally, nationally, and globallyInterdisciplinary Connections:Mathematics (charting and recording in attempt to form comparisons). Language Arts (writing and recording skills are being put to use). Prerequisite Learnings: The students will nee to know the physical characteristics that make up a plant in general. They learned I the previous craft lesson what each part of the plant was (leaf, root, stem, possible flower or fruit, and seeds), and be able to locate and label them correctly. Materials / Equipment / Safety: We will need as one group: 18 separate cannellini beans (white kidney beans), 36 cotton balls, one cup of water, three medium sized clean and empty yogurt containers, one lid, masking tape, black felt marker, and a ruler.There are no immediate safety concerns at this point in time. There will be specification that the food and water are for science purposes and not to be ingested. Advanced Preparation: I will photocopy the tracking charts for each student so it is ready at the start of the lesson.I will gather all the materials needed for the planting and bring them from home in advance (cannellini beans, yogurt containers, cotton balls, etc).Lesson ProcedureENGAGEMENT In this lesson students will learn the basic needs of all living things. As a class we will grow three separate ‘pots’ with cannellini beans. This is exciting for the students because they will get hands on approach to how to plant and care for a plant. This will get the students attention and keep it because it will be something they will come into the classroom looking forward to seeing every day, like a classroom pet.EXPLORATION This activity is a student-centered inquiry about how a plant grows and is sustainable. The students will get to nurture the plant themselves and see first hand what influences the survival. EXPLANATION The class will plant three pots. Each yogurt pot will have a base ‘soil’ of six cotton balls. Each cotton ball will be taken and stretched out and then laid down in a flat circular motion to form the base. Then there will be some water added, just enough to wet the cotton balls. The students will then put 6 cannellini beans in each yogurt pot and lay another six cotton balls, stretched out again, on top of the cannellini beans , as the top soil and wet the cotton balls on top again. This process will be repeated for pots 1, 2, and 3. The first pot will be watered every day and kept in the sun. It will be labeled as Plant 1. The second pot will be kept in the sun but not watered at all. After the initial watering process it will not be watered again. This pot will be labeled as Plant 2. The third pot will be watered, but also be kept with a lid on top to prevent sunlight from getting in ever. This pot will be labeled Plant 3. The pots will grow for a two week span, either being watered or not, or being in direct sunlight or not. The teacher will take documentation of the growth process every day. The students will be directed to leave the plants alone and not interfere with the growth process. They are looking to observe which environment will be optimal for growth and what factors contribute to a sustainable environment for life.ELABORATION EVALUATIONThe teacher will come and measure the growth of each pot with a ruler every day and write the new measurement on the board. The students will fill in the corresponding square on their plant tables with the new data. At the end of the two week block the students will answer the questions on the bottom of plant 3 chart. This will communicate to the students the basic needs of living things and their importance for survival and growth.Extensions /Modifications:For students who are gifted: Students who are more gifted have the freedom to go home and plant their own cannellini beans . I will have some extras on hand that can be distributed. They can go home and manipulate the experiment in a way they want and do some self-discovery on essential needs for plants.For students who are struggling: This is a group activity therefore struggling students will not feel left behind or not included. They can partner up with another student and document the progress together.Assessment:The assessment will come in the form of an evaluation. They will keep track of all the growth patterns and at the end there will be a sheet that asks which plant grew the most. The answer will be pant 1 because it had the ideal conditions for optimal growth. The next question on the sheet will ask “Why do you think that plant grew the most?” This assessment will seek to ensure that the children all understood the learning objective and goal of the activity- what are the essential needs for a plant to grow and the environment needed for a seed to gestate properly.***See Charts for Pant 1, Plant 2, and Plant 3References (Lesson 10)Google Dictionary (2015). “Germinate Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Google Dictionary (2015). “Photosynthesis Definition”. Google. This resource was used to collect the content background for the teacher in this lesson. Whitehouse, M. (2013). Parts of a Plant and The Life Cycle of a Plant. Slide and Share. PowerPoint retrieved from . This PowerPoint was used to teach the students the parts of a plant and the life cycle of a plant. This was information was included in the content background section of the lesson plan for the teachers, and established the prerequisite learning’s the students will need to know.(Lesson 3)57150016446500571500114300What Makes Something aLiving Thing?1)______________________________________ ______________________________________2)______________________________________ ______________________________________3)______________________________________ ______________________________________4)_____________________________________ _____________________________________5)______________________________________ ______________________________________00What Makes Something aLiving Thing?1)______________________________________ ______________________________________2)______________________________________ ______________________________________3)______________________________________ ______________________________________4)_____________________________________ _____________________________________5)______________________________________ ______________________________________(Lesson 5)I am big and grey.I’ve got a long nose and big ears.I’ve got long legs.220980153479500-7620270700500106680564197500-76204183380003187708826500I am big. I am brown and yellow.I’ve got a long tail.I am a big cat.I am big and pink.I am stinky.I am a farm animal.I’ve got a short tail.I am big and brown.I’ve got a short tail.I’ve got small ears.I’ve got brown eyes.I am big. I am green.I’ve got a long body.I’ve got a big mouth and big teeth.I’ve got short legs.Match the physical characteristic to the correct animal.I am small.I’ve got big ears and big eyes.I am grey.I’ve got a long tail.I am big.I’ve got big eyes and a long neck.I am brown and yellow.I am big. I am black and white.I’ve got four legs and stripes.I’ve got a tail.I am big. I am a bird.I am pink.I’ve got two long legs.I am big.I am grey.I’ve got four short legs.I’ve got a big belly.4707890615759500497713049002950044056303642995004519930227139500468630067119500Match the physical characteristic to the correct animal Pictures for (Lesson 5) Group Activity on Characteristics-635-1841500160020189865002286006858000283337019812000(Lesson 6)My Silhouette DrawingCut out and glue all of these body parts on your silhouette. One you are done labeling, color your silhouette to look just like you!EYESEARSMOUTHNOSEHANDSHAIRTEETHTONGUEFEETKNEESHEADHEART2057400825500(Lesson 7)-28733843719700What Makes Up My Dog?Cut out and glue all of these body parts onto your dog. Once you are done labeling, color the dog any way you would like!LEGSTAILTONGUEEYESNOSEWHISKERSNAILSTUMMYHEADBODYPAWSEARS(Lesson 8)45720050165Animal ReportWhat is your animal called? _______________________________________________________What does your animal eat to grow?______________________________________________________________________________________________________________Does your animal breath?______________________________________________________________________________________________________________Does your animal have babies? What are the babies called?______________________________________________________________________________________________________________How does your animal move around?______________________________________________________________________________________________________________Does your animal move when it is touched? How?______________________________________________________________________________________________________________ 00Animal ReportWhat is your animal called? _______________________________________________________What does your animal eat to grow?______________________________________________________________________________________________________________Does your animal breath?______________________________________________________________________________________________________________Does your animal have babies? What are the babies called?______________________________________________________________________________________________________________How does your animal move around?______________________________________________________________________________________________________________Does your animal move when it is touched? How?______________________________________________________________________________________________________________ Animal Report Grading YESNODid they pick an appropriate animal?Did they say what their animal eats to grow?Did they say how their animal moves by itself?Did they say how their animal moves when it is touched or reacts to things around it?Did they say if their animal has babies? What are the babies called?Did they say if their animal breathes?(Lesson 9)This is what the Plant Craft should look like when complete.These are variations of the craft, however as long as this general format is followed, the labeling and background is subject to change and improvisation.Flower Tracer Templates06032500 274320017018000(Lesson 10)Which plant grew the most? ______________________________________________________________________Why do you think?____________________________________________________________________________________________________________________________________________Grade 1 Life Science: Needs and Characteristics of Living Things Resource PackageGrade 1: Outcome: LT1.1Differentiate between living things according to observable characteristics, including appearance and behaviour. Use a variety of sources of information and ideas (e.g., picture books including non-fiction texts, Elders, naturalists, videos, Internet sites, and personal observations) to learn about observable characteristics of living things.Resource Title: Living an Nonliving ThingsResource Type: Online lesson planBrowser Address/Citation: teachingresources/discipline/science/samples/pages/livenonlivethings.aspxDescription: Free lesson plan and ideas about introducing living things to students. It is a unit framework with the essentials to teach the topics. It has activities and other possibly lesson ideas that can be expanded on. It even includes motivation activities, exploration activities, and application activities. It encompasses an entire unit plan with activities and resources that can be used and how to introduce them. Resource Title: Living & Nonliving Things 2013??????????Resource Type: Short VideoBrowser Address/Citation: : This is a free resource on . It is a song that helps define living and nonliving things. It defines living things as things that breath air, move and grow, and need food and water. This is a great one to introduce the basics about living things. The ideas of respiration and reproduction are advanced and are not included in this basic song video. Resource Title: Living and Nonliving things for Kids??????????Resource Type: Short VideoBrowser Address/Citation: : This is a free resource on . “You will learn about "Living and Nonliving Things" in this video. Things which can grow, move, breathe and reproduce are called living things. Living things can also feel emotions like fear, anger and happiness. After growing and living for a long time, living things ultimately die. Human beings, plants and animals are some examples of living things.??Even though plants cannot move from one place to another, they move their stems to face the sun, hence they are also living things.??Things which cannot grow, move, breathe and reproduce are called nonliving things. They do not have any kind of life in them. Water, bucket, rocks etc. are some examples of nonliving things.?” This is the direct description of the video and helps aid in the introductory lesson in this unit.Make and record observations and measurements about the observable characteristics of plants and animals using written language, pictures, and charts.Resource Title: Living and Nonliving Journal??????????Resource Type: JournalBrowser Address/Citation: : This is a notebook where students can document their thoughts and knowledge about materials learned. This one looks more professional and visually appealing if that’s something important to the teacher. The cost is $1.00 per journal.Resource Title: A Walk In the Forest??????????Resource Type: Online Lesson PlanBrowser Address/Citation: Reports/AWalkintheForest.pdfDescription: This is a free online lesson plan. Another variation of a nature walk that can be used for a more guided walk and observation session. This lesson plan starts off with a story and a formatted discussion before hand determining living things form nonliving. It moves into the nature walk afterwards. Instead of the students being the documenters here, the teacher is taking the photos and capturing the moments. Resource Title: Living vs. Nonliving Sort WorksheetResource Type: WorksheetBrowser Address/Citation: Living-vs-Nonliving-Sort-Worksheet-137483Description: These are free downloadable worksheets from TeachersPayTeachers on sorting living things from nonliving things. They are colorful and vivid images and allows for an aspect of Arts Education to be incorporated into a science activity. Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria.Resource Title: ????Lesson 1 What makes an animal???????Resource Type: Online Lesson PlanBrowser Address/Citation: : This is a free resource available online. It is a lesson plan that seeks to educate students about the different kinds of animals and animal groups along with how they are different than plants. This includes worksheets, writing assignments, and craft like worksheets too. Engage in personal, scientific, and Indigenous ways of organizing understanding of living things.Resource Title: ???Aboriginal Classification System???????Resource Type: Online Information PageBrowser Address/Citation: : This is a free resource. In the case that an Elder is unable to come out to the classroom, or if the teacher wants to establish some prerequisite learning and background content for the students before a visit this works well as an introductory component to the Aboriginal worldviews. Resource Title: ???The Aboriginal Classification of Animals???????Resource Type: Online EssayBrowser Address/Citation: : This is a free easy to read and short essay that can be shared with the class by the teacher. This will help establish the knowledge of this Aboriginal classification system and work as information providing lecture style lesson.Resource Title: ???Cultural Background: Aboriginal Classification and Taxonomy???????Resource Type: Online Government Information Page/Voice ChatsBrowser Address/Citation: : This free online resource gives and introductory lesson to the taxonomy and classification of living things. This is great information for the teacher, and it happens to include voice messages that discuss what a totem is (it is an animal or a plant), what are the rules around totems, and why are they special. These are an excellent thing that can be played for the students and expand their knowledge.Describe characteristics common to humans (e.g., eyes, ears, hair, and numbers of limbs and teeth) and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique.Resource Title: ???Humans???????Resource Type: WorksheetBrowser Address/Citation: 20things/1_science_living_things_body_parts.pdfDescription: This worksheet is free and able to help the student’s thing critically about what body parts do and why they are important to humans. It has aspects for creativity by coloring and designing their own person, which adds to the idea that humans are unique and different in their own ways. Resource Title: ???Missing???????Resource Type: WorksheetBrowser Address/Citation: 20things/1_science_living_things_missing_poster.pdfDescription: This is a free worksheet resource. Here the students will take their knowledge of human body parts and show it in an unusual way. They will make missing posters for body parts or wanted posters.? As a class each student will pretend that a body part had gone missing, and they need to be found them.?This will allow them to look further into certain body parts purposes and their pare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants of various types and sizes that live in different habitats.Resource Title: ???All About Seeds???????Resource Type: Online PowerPointBrowser Address/Citation: : This is a free online PowerPoint that gives numerous amounts of information about seeds. This includes, the structure of seeds, the size of seeds, their purpose, and the essentials for proper seed development and growth. It includes many vivid images to help with the teaching aspect. Record information, using written language, pictures, and tables, about the appearance and behaviour of familiar animals, such as classroom or personal pets, at regular intervals over a specific time interval.Resource Title: ???Growing Plants???????Resource Type: Interactive online gameBrowser Address/Citation: growing_plants.shtmlDescription: This is an online game where students can virtually grow a plant! They get to provide the essentials for life and survival and see the plant grow first hand. This is also a great alternative to planting a real plant. Sometimes time and space does not permit an entire class to grow their own plants so having this virtual reality is a great way to achieve this first hand learning experience. Describe the appearance and behaviour (e.g., method of movement, social grouping, diet, body covering, habitat, and nocturnal vs. diurnal orientation) of familiar animals (e.g., bumblebee, worm, dog, cat, snake, owl, fish, ant, beaver, rabbit, and horse).Resource Title: Think like a scientist as you observe physical characteristics of …Night Crawlers????.??????Resource Type: WorksheetBrowser Address/Citation: Earthworms-21880Description: This free worksheet allows the students to observe the characteristics of an earthworm and what makes them unique. It has a series of questions that will guide the thinking process of the students and allow them to see what makes an earthworm an earthworm and not a human. It also has the opportunity for the students to compare themselves to an earthworm so they can see how they are different or alike they are. Differentiate among animals according to their observable characteristics.Resource Title: ????Describing Animals Worksheets??????Resource Type: Worksheet CollectionBrowser Address/Citation: worksheets/The_animals/Describing_animals/index.asp?page=1Description: This is a free resource online. These worksheets and activities are for teaching how to describe animals to kids. This webpage includes printable worksheets for many levels: beginners, elementary, intermediate or advanced.?All these worksheets and activities for teaching have been designed specifically for teachers. This is an exceptional resource for finding worksheets and adapting pare characteristics of plants and animals at different stages of their lives (e.g., compare an adult dog with a pup, compare a young tree with an older established tree, and compare a baby bird with a fully grown bird).Resource Title: ????Lesson Plan: Run, Jump, Swim or Fly, a lesson on Heredity??????Resource Type: Online Lesson PlanBrowser Address/Citation: : This is a free resource that will help the teacher teach their students to identify similarities of an organisms' parents, it look at why do animals look and act like their parents and yet have noticeable difference, and understand that individuals of the same kind of animal are known as the same, but may vary in many ways.Resource Title: ????Animal Babies - (Animal Atlas)?????????????Resource Type: Short VideoBrowser Address/Citation:: This is a free video on Youtube in a series of short movies for children titled “Animal Atlas”. This video looks at the care and feeding of babies; raising and training the young; the care animals give their young and draw similarities between humans and animals. It is a detailed short video that will expand the child’s knowledge and works great as an introductory municate knowledge (e.g., share a story, describe an experience, or draw a picture) about the observable characteristics of a favourite plant or animal.Resource Title: ????Investigating Animals: Using Nonfiction forInquiry-based Research??????Resource Type: Online Lesson PlanBrowser Address/Citation: : This is a free resource available online. It is a structured and detailedguide to getting students to learn about a favorite animal and distinguish fact fromfiction using Venn diagrams. This lesson focuses on teaching primary studentsdoing research with nonfiction, informational material how to document theirdiscoveries. This lesson happens over a span of a few class periods and ends withthe presentation of the knowledge accumulated. Respond positively to others’ questions and ideas about the observable characteristics of living things.Resource Title: ???? First Grade Unit B: LIFE SCIENCE Chapter 3: Needs of Plants and Animals??????Resource Type: Online Unit and Lesson PlansBrowser Address/Citation: /curriculum /pdf/1stgradeunitbchp3_5.pdfDescription: These are a collection of three lesson plans, accompanied with a PowerPoint presentation that will teach and share the knowledge necessary to the students. It looks at the needs of plants and animals, how they are attained, and the importance of having them fulfilled. Recognize that some information about living things may not be realistic (e.g., stories such as The Three Little Pigs, and talking movie animals).Resource Title: ???Babe???????Resource Type: MovieBrowser Address/Citation:: A movie that depicts real life animals speaking, This is a way to show the students that even though the images and animas are real, they aren’t talking in real life. This movie can be rented or purchases online, or from any store that sells DVDs or Blu-ray videos for approximately $25.00.Resource Title: ???? Focus Story: The Three Little Pigs??????Resource Type: Online Unit PlanBrowser Address/Citation: : This is a free five-day lesson plan that looks at the validity of the Three Little Pigs story. It touches on subjects like art, math, literacy, science, music/movement, and social studies. This is a great way to make it a cross curricular aspect and engage this idea of fact vs. fiction in different subject areas. Each day has what activity should take place and a list of resources to help with the learning and teaching. Outcome: LT1.2Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs. [CP, DM, SI] Identify the physical needs, (i.e., food, water, air, and shelter) that plants, animals, and humans require for survival.Resource Title: Teach Your Curriculum Using Environmental Themes??????????Resource Type: Online Unit PlansBrowser Address/Citation: : These are a collection of free unit plans that touch on topic such as “Making Connections”, “What a Wonderful World” and “Change”. These lesson plans all will help incorporate environmental themes and changes into essential needs that living things need to survive, and how they make adaptations. 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?).Resource Title: ????Sid The Seed??????Resource Type: Short VideoBrowser Address/Citation: : This is a free resource off of . It is a short story videodictated to the students to show the life of Sid the seed. It follows his adventurein his comfortable home with his friends and the path they must all later take togrow and find something new.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?).Resource Title: ???? Wild About Animals??????Resource Type: Field Trip- WorkshopsBrowser Address/Citation: e4b02d05f44d829d/t/5640ade0e4b0652a44ec0287/1447079392990/btcforweb.pdfDescription: The fee for this particular visit and workshop is $1.50 per student, plus the Science Center admission fee ($4.25/student). Students will have a hands-on opportunity to meet and learn about fascinating animals from around the world. They will also discover the adaptations that make groups of animals unique and specially adapted to their way of life.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.Resource Title: ????Habitat: Earth ??????Resource Type: Field Trip- WorkshopsBrowser Address/Citation: e4b02d05f44d829d/t/5640ade0e4b0652a44ec0287/1447079392990/btcforweb.pdfDescription: The fee for this particular visit and workshop is $1.50 per student, plus the Science Center admission fee ($4.25/student). The students will get to see how the earth’s climate is changing and the habitats are being affected. They will also get to explore earth as a habitat by investigating the biomes of plants, animals, and insects, and their importance in it.Resource Title: ????Nature Is Speaking – Julia Roberts is Mother Nature | Conservation International (CI)?????Resource Type: Short VideoBrowser Address/Citation: : These are a series of short videos available free on Youtube. They are a collection of celebrities speaking as different things in nature. They show vivid and captivating images of the element. The also explain the element in nature and talk about its importance and significance. They are part of a collection of short videos called Conservation International (CI), which include videos about oceans, flower, rainforest, etc. This is a great way to personify an element that doesn’t necessarily have a voice, and essentially give it pare 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.Resource Title: ????Match Animals to Habitats??????Resource Type: Online GamesBrowser Address/Citation: help/life_science_habitats_first_1st_grade_science.htmDescription: These are four free online games to help students learn about animals and their homes. The first game looks at animal homes in general and where a selection of animals would live. The second game looks at whether or not certain habits would be good for certain animals or not and it gives the reasons why. The third game is a maze game that allows students to take the animals back to the appropriate environment they have escaped from. The fourth game is matching up endangered species and their habitats. 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.Resource Title: Kids Science- What and How do Animals Eat?Resource Type: Short VideoBrowser Address/Citation: : This is a free video on part of a collection called Kids Science. This video showcases a variety of different animals, including herbivores, omnivores, and carnivores animals and the foods they eat. It also goes through numerous animals and speaks about the structures they have in their mouths to help them eat, chew, and swallow their food.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).Resource Title: ?Skits??????Resource Type: Skit PromptsBrowser Address/Citation: : This is a free resource that gives ideas for skits that can be acted outby the class. This is ideal for incorporating arts education drama in a science class.These skits include essentials for life, and the struggles living things face in theenvironment around them. These aren’t full skits ready to go, they are insteadscenario where the students have the freedom to interpret the informationthemselves and show their understanding of, for example, keeping the school andschoolyard clean so that everyone is safer. 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).Resource Title: ????Be Dog Smart Kit??????Resource Type: Resource kits/teacher manualsBrowser Address/Citation: : This kit contains everything you need to teach your students about how to interact confidently and safely with dogs. It includes a series of three printed lesson plans about teaching students responsible pet care, safety around dogs, and dog body language. It also includes large display boards, one stuffed Be Dog Smart mascot for the classroom, and a full color ‘Be Dog Smart” information sheets and a magnet for each student. This resource kits are available through the Regina Humane Society and are available on a first come, first served basis for periods of one, two, or three weeks. You will need to email?education@reginahumane.ca for more information or to book a pare basic human needs to the needs of plants, other animals, and non-living things.Resource Title: ???Do We all Need the Same Thing????????Resource Type: WorksheetBrowser Address/Citation: : This is a free worksheet online that generates visuals and pictorial learning methods of what different living things need to live and survive. This can be supplemental work that a student can do once a lesson is done. This is a great way to further expands the student’s knowledge and be used as great practice.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.Resource Title: ???The Way We Move (Animal Atlas)???????Resource Type: Short VideoBrowser Address/Citation: : This is a free video on Youtube in a series of short movies forchildren titled “Animal Atlas”. In this episode, children will be discovering theways that animals get around; whether it's flying through the air, swimmingunderwater, hopping over land, or swinging from branch to branch; animals ortravel in every way possible.Resource Title: ???By Land, By Sea, By Air (Animal Atlas)???????Resource Type: Short VideoBrowser Address/Citation: : This is a free video on Youtube in a series of short movies forchildren titled “Animal Atlas”. It seeks to show children and help them learnabout how animals move on land (hop, walk, crawl, climb), in the water (swimunderwater or travel along the waters' surface), and through the air (poweredflight, gliding and soaring). It is colorful and an excellent way to introduce thisindicator and allow children the visual representation to see.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).Resource Title: ???Desperate Houseplants???????Resource Type: Short VideoBrowser Address/Citation: 104d18-4142-11dd-a2c3-4d6bdc929d13Description: This is a free movie from the Sesame street website. It is a short movie skit that teaches children how to care for plants and the things they need to survive. It is a dramatized Muppet show that will make the idea of caring more tangible for young students. As a class the students can even write a short script of their own about plants and how they grow after watching this movie. These little plays can then be acted out for other classes in the school to show what they have learned.Resource Title: ???Animal Shelter Dramatic Play Kit??????Resource Type: Teacher resource kitBrowser Address/Citation: : Create an animal shelter in your classroom and encourage students to make adoption their first option. This kit includes: the Animal Shelter Dramatic Play Kit and Service Learning Project Guide?, along with shelter signs, adoption paperwork and adoption agreement?. It also includes 6 stuffed shelter pets?, 6 kennels?, felt pet food, treats, dishes, pet licenses, ID tags to get the full experience of a shelter set up. This resource kits are available through the Regina Humane Society and are available on a first come, first served basis for periods of one, two, or three weeks. You will need to email?education@reginahumane.ca for more information or to book a kit. ................
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