Hands-On Science and Technology for Ontario, Grade 1 : An Inquiry Approach 9781553799368, 9781553797067

Citation preview

Ontario

hands-on

science and Technology An Inquiry Approach

Grade 1 Series Editor

Jennifer Lawson

Winnipeg • Manitoba • Canada

© 2017 Jennifer Lawson Pages of this publication designated as reproducible with the following icon may be reproduced under licence from Access Copyright. All other pages may be reproduced only with the permission of Portage & Main Press, or as permitted by law. All rights are otherwise reserved, and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopying, scanning, recording, or otherwise—except as specifically authorized. Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Sport, Culture and Heritage and the Manitoba Book Publishing Tax Credit, and the Government of Canada through the Canada Book Fund (CBF), for our publishing activities. Hands-On Science and Technology for Ontario Hands-On Science and Technology for Ontario, Grade 1 An Inquiry Approach

Assistant Editors: Leigh Hambly Laura McKay Desirae Warkentin Science and Technology Consultant: Brad Parolin Indigenous Consultant: Kevin Reed, Nacho Nyak Dun First Nation Makerspace Contributors: Joan Badger Todd Johnson Resource Consultant: Astrid DeCairos Book and Cover Design: Relish New Brand Experience Inc. Cover Photos: Thinkstock Illustrations: ArtPlus Ltd. 26 Projects Jess Dixon

ISBN: 978-1-55379-936-8

Download the image banks and reproducibles that accompany this book by going to the Portage & Main Press website at . Use the password 21STCENTURY to access this free download. For step-by-step instructions to access this download, see the Appendix on page 311. The publisher has made every effort to acknowledge all sources of photographs used in the image banks. The publisher would be grateful if any errors or omissions were pointed out, so that they may be corrected.

www.portageandmainpress.com Winnipeg, Manitoba Treaty 1 Territory and homeland of the Métis Nation

Usage Licence All rights reserved. No part of this file may be reproduced, transmitted, downloaded, decompiled, reverse engineered, or stored in or introduced into any information storage and retrieval system, in any form or by any means, whether electronic or mechanical, now known or hereinafter invented, except as indicated below. With the purchase of a Hands-On book (print or electronic), you are granted the non-commercial right to ■ ■

download this file on up to three devices reproduce pages, electronically or graphically, (where noted) for your classroom use.

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NOTE: The URLs provided in this book were up-to-date at the time of publication. However, organizations may change their URLs over time. If a link does not work, the information provided in Resources for Students may be helpful in finding the new link using a search engine.

Contents

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Introduction to Hands-On Science and Technology for Ontario, Grade 1

1

Predicting

15

Inferring

15

Inquiry Through Investigating and Experimenting

15

2

Online Considerations

17

Program Introduction

2

Technological Problem Solving

17

The Inquiry Approach to Science and Technology

2

Makerspace

18

21st Century Teaching and Learning

3

The Goals of the Science and Technology Program

20

3

The Hands-On Science and Technology Assessment Plan Assessment for Learning 

21

Assessment as Learning 

21

Assessment of Learning 

22

Performance Assessment

23

Portfolios 

23

Introduction to Hands-On Science and Technology

Hands-On Science and Technology Strands and Expectations 4 Hands-On Science and Technology Fundamental Concepts and Big Ideas 4 Hands-On Science and Technology Program Principles

5

Evidence of Student Achievement Levels for Evaluation

24

Infusing Indigenous Perspectives

5

Important Note to Teachers

24

Cultural Connections

7

References

25

Land-Based Learning

7

Assessment Reproducibles

26

Technology

7

Sustainability

7

Program Implementation

8

Program Resources

8

Unit 1: Needs and Characteristics of Living Things

43

Classroom Environment

11

Introduction

44

Classroom Management

12

Unit Overview

47

Classroom Safety

12

Curriculum Correlation

48

Scientific Inquiry Skills: Guidelines for Teachers

Resources for Students

50

12

Websites and Online Videos

52

Observing

12

Questioning

13

1. What Do We Know About Living Things?

54

Exploring

13

Classifying

13

2. How Are Living and Nonliving Things Different?

59

Measuring

14

3. What Parts Make Up the Human Body?

64

Communicating, Analyzing, and Interpreting

4. How Are Human Features Unique?

68

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5. What Is Inside the Human Body?

72

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77

5. How Can Different Materials Be Used to Construct Objects?

153

7. What Do We Know About Our Five Senses?

81

6. How Do We Decide Which Materials Are Best to Do a Job?

157

8. Which Body Part Is Related to Each of the Five Senses?

87

7. Why Is It Important to Choose the Right Material for the Job?

162

9. How Do Our Senses Protect Us, and How Can We Protect Our Senses?

90

8. What Kinds of Waste Do We Produce in the Classroom?

166

10. What Are the Needs of Living Things?

95

9. How Can We Build Objects With Recycled Materials?

170

10. What Can We Learn About Structures in the School?

174

11. What Can We Learn About Natural Structures?

178

12. Inquiry Project: How Can We Make a Model Playground?

181

Unit 3: Energy in Our Lives

185

Introduction

186

Unit Overview

189

Curriculum Correlation

190

Resources for Students

191

Websites and Online Videos

192

1. What Do We Know About Energy?

194

11. How Do Animals Meet Their Needs in Their Local Environments? 12. What Do Plants Need to Stay Alive and Healthy? 13. How Do Plants and Animals Work Together in the Environment?

99 104 108

14. How Do We Maintain a Healthy Environment for All Living Things?

112

15. Which Jobs and Hobbies Involve Plants and Animals?

119

16. Inquiry Project: What More Do We Want to Know About Plants or Animals? 123

Unit 2: Materials, Objects, and Everyday Structures

127

Introduction

128

Unit Overview

131

2. How Do We Know We Get Energy From the Sun?

199

Curriculum Correlation

132

3. How Do Living Things Get Energy?

203

Resources for Students

133

Websites and Online Videos

134

4. What Are Some Everyday Uses of Energy?

208

5. How Do We Use Energy Safely?

213

6. What Happens When Energy Is Lost?

218

7. How Can We Save Electricity?

221

8. How Do We Use Energy Throughout the Seasons?

224

1. What Do We Know About Objects and Materials?

135

2. How Can We Describe Objects and Materials?

140

3. How Can We Sort Objects and Materials?

144

4. Why Are Some Materials Better Than Others for Certain Jobs?

148

9. Inquiry Project: How Can We Design and Build Devices That Use Energy? 228

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

6. What Do We Need to Eat to Stay Healthy?

Unit 4: Daily and Seasonal Changes

233

Introduction

234

Unit Overview

237

Curriculum Correlation

238

Resources for Students

239

Websites and Online Videos

241

1. What Do We Already Know About Daily and Seasonal Changes?

243

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. How Do We Put Events in a Sequence? 249 3. Is There a Sequence to Our Daily Activities?

254

4. What Are Some Differences Between Day and Night?

258

5. What Are Our Weekly Routines?

264

6. How Are the Months of the Year the Same and Different?

268

7. How Do We Know the Sun Gives Us Heat?

273

8. How Does the Size of Our Shadow Change Throughout the Day?

278

9. How Does the Temperature Change Throughout the Day?

283

10. How Do Seasonal Changes Affect Plants?

287

11. What Is a Good Design for a Bird Feeder?

293

12. Which Activities Do People Do During Different Seasons?

297

13. Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 301 14. Inquiry Project: How Do Seasonal Changes Affect Animals?

305

References

309

Appendix: Image Banks

311

About the Contributors

322

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Introduction to Hands-On Science and Technology for Ontario, Grade 1

Introduction to Hands-On Science and Technology Hands-On Science and Technology helps develop students’ scientific and technological literacy through active inquiry, problem solving, and decision making. With each activity in the program, students are encouraged to explore, investigate, and ask questions as a means of heightening their own curiosity about the world around them. Students solve problems through firsthand experiences, and by observing and examining objects within their environment. In order for young students to develop scientific and technological literacy, concrete experience is of utmost importance—in fact, it is essential.

The Inquiry Approach to Science and Technology As students explore science and technology concepts, they should be encouraged to ask questions to guide their own learning. The inquiry model is based on five components: 1. formulating questions 2. gathering and organizing information, evidence, or data 3. interpreting and analyzing information, evidence, or data 4. evaluating information, evidence, or data, and drawing conclusions 5. communicating findings Using this model, the teacher becomes the facilitator of the learning process, and students initiate questions; gather, organize, interpret, and analyze information; evaluate findings and draw conclusions; and communicate their learning. As such, the process focuses on students’ self-reflections as they ask questions, discover answers, and communicate their understanding. Using an inquiry approach involves beginning with more structured inquiry, and moving to guided inquiry and, finally, open inquiry.

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In structured inquiry, the teacher may provide the initial question and structure the procedures to answer that question. Students follow the given procedures and draw conclusions to answer the given question.

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In guided inquiry, the teacher provides the research question, but students are involved in designing ways to answer the question and communicate their findings.

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In open inquiry, students formulate their own question(s), design and follow through with a developed procedure, and communicate their findings and results. According to Banchi and Bell (2008), “Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study.”

In implementing an inquiry approach to science and technology, questions and ideas form the foundation of the teaching and learning process. The following excerpt from the Ontario Literacy and Numeracy Secretariat speaks clearly to this approach: While all students ask questions and express interests in world phenomena, it takes creative and responsive teaching to transform wonder into knowledge. To begin, inquiry works best in a classroom in which ideas are placed at the centre. Establishing a culture in which students are encouraged to express ideas but also to respectfully challenge and test one another’s ideas is an important first step in the inquiry process. This spirit of inquiry is achieved by welcoming ideas and trusting that even the simplest questions can lead to something greater and not yet evident. Like any good growing system, these questions need time to germinate. Students’ ideas can be expressed in many forms (questions, comments, diagrams, pictures, dance, etc.) and serve the important purpose of advancing student understanding of a topic. When the classroom culture is one that views ideas as improvable,

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Program Introduction

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21st Century Teaching and Learning In this rapidly changing and globalized world, it is more important than ever to prepare students to lead fulfilling lives, be productive contributors, and thrive in our society. Educators are responding to this challenge through evolving practice that challenges students in engaging and meaningful ways. The Hands-On Science and Technology program responds to this challenge by ensuring it reflects best practices that focus on 21st Century Competencies. According to Michael Fullan (2013), these competencies are: ■

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Critical thinking: Critical thinking is the ability to explore problems, weigh alternate solutions, and arrive at solutions. It also involves problem solving and making effective decisions, and applying them to real-world contexts. Communication: Communication refers to the ability to communicate effectively through reading, writing, speaking, listening, viewing, and representing. It also involves the ability to use a variety of information sources and digital tools. Collaboration: Collaboration requires the ability to work in teams, learning from and contributing to the learning of others. Creativity: Creativity involves exploring new ideas, being innovative, and thinking outside the box. Being creative also means looking at novel ideas and finding ways to put ideas into action. Citizenship: Citizenship involves thinking like a local and a global citizen, considering the values and worldviews of others, and having a genuine interest in solving complex

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real-world problems that affect human and environmental sustainability. Character: Character involves specific traits such as perseverance, resilience, and being a life-long learner.

These competencies are the foundation of the inquiry-based approach used in Hands-On Science and Technology. As such, teachers take on a facilitation role as students use these skills to explore, investigate, research, design, create, and solve problems in the world around them. To provide a connection between science and technology activities and 21st Century Competencies, each lesson in HandsOn Science and Technology for Ontario, Grade 1 identifies one or more competencies that teachers may focus on during the activity. This provides teachers with the opportunity to make ongoing links between the science and technology curriculum and 21st century classroom teaching and learning.

The Goals of the Science and Technology Program Science and technology play fundamental roles in the lives of Canadians. In the introduction to The Ontario Curriculum, Grades 1–8: Science and Technology (2007, 3), the Ministry of Education states: During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians. Science and technology underpin much of what we take for granted, including clean water, the places in which we live and work, and the ways in which we communicate with others. The impact of science and technology on our lives will continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of science and technology education throughout the world.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

students work hard to continuously improve the quality, coherence and utility of ideas—both individually and collectively (Scardamalia 2002).

The Ontario Curriculum identifies three goals that form the foundation of the science and technology program. In keeping with this focus on scientific and technological literacy, these goals are the bases for the lessons in the Hands-On Science and Technology program:

Goal 2 to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving Goal 3 to understand the basic concepts of science and technology

Hands-On Science and Technology Strands and Expectations The Ontario science and technology curriculum for all grade levels is organized into four strands, as follows: 1. 2. 3. 4.

Understanding Life Systems Understanding Structures and Mechanisms Understanding Matter and Energy Understanding Earth and Space Systems

Two sets of expectations are listed for each grade in each strand: (1) overall expectations, and (2) specific expectations. The overall expectations describe, in general terms, the knowledge and skills that students are expected to demonstrate by the end of each grade. There are three overall expectations for each strand in each grade in science and technology.

The overall and specific expectations for each strand are presented in chart format in the introduction to each unit. Alongside each specific expectation, corresponding lessons are identified.

Hands-On Science and Technology Fundamental Concepts and Big Ideas Fundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technological knowledge. These concepts also help students to integrate scientific and technological knowledge with knowledge in other subject areas, such as mathematics and social studies. The fundamental concepts addressed in the curriculum for science and technology are: ■ ■ ■ ■ ■ ■

matter energy systems and interactions structure and function sustainability and stewardship change and continuity

Big ideas are the enduring understandings that students carry with them into the future. Big ideas are often transferable to other subjects and to real-life experiences. The fundamental concepts and big ideas for each grade and strand can be found in a chart in the introduction to each unit of the Hands-On Science and Technology program.

The specific expectations describe the expected knowledge and skills in greater detail.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Goal 1 to relate science and technology to society and the environment

NOTE: The overall and specific expectations must all be accounted for in instruction and assessment, but evaluation focuses on the three overall expectations (Ontario Ministry of Education 2010, 38).

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Effective science and technology programs involve hands-on inquiry, problem solving, and decision making. The development of students’ skills, attitudes, knowledge, and understanding of Science, Technology, Society, and the Environment (STSE) issues form the foundation of the science and technology program. Children have a natural curiosity about science and the world around them. This curiosity must be maintained, fostered, and enhanced through active learning. Science and technology activities must be meaningful, worthwhile, and relate to real-life experiences. The teacher’s role in science and technology education is to facilitate activities and encourage critical thinking and reflection. Children learn best by doing, rather than by just listening. Instead of simply telling, the teacher, therefore, should focus on formulating and asking questions, setting the conditions so that students ask their own questions, and helping students to make sense of the events and phenomena they have experienced. Science and technology should be taught in conjunction with other school subjects. Themes and topics of study should integrate ideas and skills from several core areas whenever possible. The science and technology program should encompass, and draw on, a wide range of educational resources, including literature, nonfiction research material, audio-visual resources, and technology, as well as people and places in the local community.

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The science and technology program should be infused with knowledge and worldviews of Indigenous peoples, as well as with other diverse multicultural perspectives. Assessment of student learning in science and technology should be designed to focus on performance and understanding, and should be conducted through meaningful assessment techniques carried out throughout each unit of study.

Infusing Indigenous Perspectives Indigenous peoples are central to the Canadian context, and it is important to infuse their knowledge into the learning experiences of all students. The intentional integration of Indigenous knowledge in the Hands-On Science and Technology series helps to address the Calls to Action of the Truth and Reconciliation Commission of Canada (2015), particularly the call to “integrate Indigenous knowledge and teaching methods into classrooms” (clause 62) and the call for “building student capacity for intercultural understanding, empathy, and mutual respect” (clause 63). Indigenous peoples of the past depended on the natural environment to survive. The environment shaped their way of life: geography, vegetation, climate, and natural resources of the land determined the ways they survived. By observing the land and its animal inhabitants, the environment also taught them to survive. The traditional territories of the First Nations and Métis peoples cover Ontario, and many Inuit have moved to urban centres in the province. The worldviews of these peoples and their approaches and contributions to science and technology are now being acknowledged and incorporated into educational programs. It is also important to recognize the diversity of Indigenous peoples in Ontario and to focus

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Hands-On Science and Technology Program Principles

on both the traditions and contemporary lives of the Indigenous communities in your area. Contact personnel in your school district— Indigenous consultants and/or those responsible for Indigenous education—to find out what resources (e.g., people, books, videos) are available to you and your students.

…the knowledge base acquired by indigenous and local people over many hundreds of years through direct contact with the environment. It includes an intimate and detailed knowledge of plants, animals, and natural phenomena, the development and use of appropriate technologies for hunting, fishing, trapping, agriculture, and forestry and a holistic knowledge, or “worldview” which parallels the scientific disciplines of ecology (Inglis 1993).

Indigenous peoples developed technologies and survived on this land for millennia because, in part, they were good scientists. They used observation and experimentation to refine their technologies such as building canoes and tipis and discovering food-preservation techniques. As such, TEK serves as an invaluable resource for students and teachers of science and technology. Throughout the Hands-On Science and Technology program, there are many opportunities to incorporate culturally appropriate teaching methodologies from Indigenous worldviews. First Peoples Pedagogy indicates that making connections to the local community is central to learning (First Nations Education Steering Committee 2016). As one example, both Elders and Métis Senators offer a wealth of knowledge that can be shared with students. Consider inviting an Elder or a Métis Senator as a guest into the classroom in

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Some Indigenous keepers of knowledge are more comfortable being called “Knowledge Keepers” than “Elders” or “Métis Senators.” Be sensitive to their preferences. It is important to properly acknowledge any visiting Elders and Métis Senators and their knowledge, as they have traditionally been and are recognized within Indigenous communities as highly esteemed individuals. There are certain protocols that should be followed when inviting an Elder or a Métis Senator into your classroom. The Lakehead District School Board has protocols available at: . It is especially important to connect with Indigenous peoples and Elders and Métis Senators in your local area, and to study local issues related to Indigenous peoples in Ontario. Consider contacting Indigenous education consultants within your local school district or with the Ontario Ministry of Education to access referrals. Also, consider contacting local Indigenous organizations for referrals to Elders and Métis Senators, and other knowledge keepers. Such organizations may also be able to offer resources and opportunities for field trips and land-based learning.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

In incorporating Indigenous perspectives, it is important to value Traditional Ecological Knowledge (TEK). TEK has been defined as:

connection with specific topics being studied (as identified within the given lessons throughout the unit). An Elder or a Métis Senator can guide a nature walk, share stories and experiences, share traditional technologies, and help students understand Indigenous peoples’ perspectives of the natural world. Elders and Métis Senators will provide guidance for learners and opportunities to build bridges between the school and the community. Here are a few suggestions about working with Elders and Métis Senators:

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To acknowledge and celebrate the cultural diversity represented in Canadian classrooms, it is important to infuse cultural connections into classroom learning experiences. It is essential for teachers to be aware of the cultural makeup of their class, and to celebrate these diverse cultures by making connections to curricular outcomes. In the same way, it is important to explore other cultures represented in the community and beyond, to encourage intercultural understanding and harmony. Throughout the Hands-On Science and Technology program, suggestions are made for connecting science and technology topics to cultural explorations and activities. NOTE: Although some cultural connections are found in the Enhance section of lessons in HandsOn Science and Technology, Grade 1, teachers should not regard this content as supplementary. First and foremost, the central science and technology outcomes are focused on in the Activate and Action sections of each lesson, while curricular connections such as literature, art, and culture may be featured in the Enhance section.

Land-Based Learning Land-based learning replaces the classroom walls with the natural land. For all students, land-based learning offers firsthand opportunities to observe, explore, and investigate the land, waters, and atmosphere of the natural world. Land-based learning promotes a healthy interplay between society and nature and helps students envision a world where there is meaningful appreciation and respect for our natural environment—an environment that sustains all life forms. Many lessons in Hands-On Science and Technology for Ontario, Grade 1 incorporate land-based learning activities, whether it be a casual walk around the neighbourhood to examine trees or a more involved exploration of local waterways.

When land-based learning connections are made in Hands-On Science and Technology for Ontario, Grade 1 lessons, the following icon is used: L LB

Technology Digital learning, or learning with information and communication technology (LwICT), is an important component of any classroom. As such, technological supports available in schools—including digital cameras, computers/ tablets, interactive whiteboards (IWB), projectors, document cameras, audio-recording devices, and even calculators—can be used with and by students to enhance their learning experiences. When technology connections are made in Hands-On Science and Technology for Ontario, Grade 1 lessons, the following icon is used:

Sustainability The Hands-On Science and Technology program provides numerous opportunities for students to investigate issues related to sustainable development. Asking students the following question can often help to clarify for them what is meant by sustainability: “Is there enough for everyone, forever?” Exploring sustainability also connects to Indigenous worldviews about respecting and caring for the Earth. The three pillars of sustainability are the environment, society, and the economy. When sustainability links are made in Hands-On Science and Technology for Ontario, Grade 1 lessons, any or all of the sustainability pillars may be the focus of this connection, and are identified by the following icon: S

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Cultural Connections

Program Implementation Hands-On Science and Technology for Ontario, Grade 1 is organized in a format that makes it easy for teachers to plan and implement. The book opens with an introduction (which includes assessment reproducibles) and is divided into four units that cover the selected topics of study for the grade level. The units relate directly to the strands, expectations, fundamental concepts, and big ideas outlined in the The Ontario Curriculum, Grades 1–8: Science and Technology (2007) document. Each unit also has its own introduction, which summarizes the general goals for the unit. This introduction provides background information for teachers, planning tips, and lists of vocabulary related to the unit, as well as other pertinent information such as how to embed Indigenous perspectives into units of study. Additionally, the introduction to each unit includes both a list of related resources (books and online videos) and a list of annotated websites suitable for students. Each unit is organized into numbered lessons comprised of topics and activities based on the overall and specific expectations. Lessons are arranged in the following format: Lesson title: The title of each lesson is posed as a guided inquiry question, which is related to the expectations being addressed. Information for Teachers: Some lessons provide teachers with the basic scientific and technological knowledge they will need to present the activities. This information is offered in a clear, concise format, and focuses specifically on the topic of study.

Materials: A complete list of materials required to conduct the main activities is provided. The quantity of materials required will depend on how you conduct activities. If students are working individually, you will need enough materials for each student. If students are working in groups, the materials required will be significantly reduced. Many of the identified items are for the teacher to use for display purposes, or for making charts for recording students’ ideas. In some cases, visual materials (e.g., large pictures, sample charts, diagrams) have been included with the lesson to assist the teacher in presenting ideas and questions, and to encourage discussion. Some lessons include Image Banks. Black-and-white thumbnails of Image Bank visuals can be found in the Appendix, on page 311. Colour images of these thumbnails can be downloaded from the Portage & Main website (go to: ). Use the password 21STCENTURY to access this free download. These images may be displayed or printed, depending on the availability of projectors, their use in specific activities, and the needs of students. Activate: This activity is intended to activate prior knowledge, review previous lessons, and engage students in the lesson. The guided inquiry question for the lesson is also introduced in this section. Teachers may choose to record the question for display throughout related investigations. For example, the guided inquiry question might be recorded on a sentence strip and displayed for students to refer to during activities and discussion.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Program Resources

21st Century Competencies: At the start of each lesson, the key competencies focused on during the various activities (critical thinking, communication, collaboration, creativity, citizenship, character) are identified.

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Learning Centre: Included with most lessons are independent student learning opportunities that focus on the expectations. These learning centres promote differentiated instruction, and are based upon multiple-intelligences research. Within a unit, each centre focuses on a different intelligence (some centres focus on more than one), to provide opportunities for students to use areas of strength and also to expose them to new ways of learning. The following intelligences, identified by the accompanying icons, are focused on in Hands-On Science and Technology for Ontario, Grade 1: ■

Logical-Mathematical: These learners think by reasoning and enjoy problem solving, puzzles, and working with data. When a learning centre focuses on LogicalMathematical intelligence, the following icon is used: L-M

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Visual-Spatial: These learners think in visual pictures and enjoy drawing and creating visual designs. When a learning centre focuses on Visual-Spatial intelligence, the following icon is used:

Bodily-Kinesthetic: These learners think by using their physical bodies, and they enjoy movement, sports, dance, and hands-on activities. When a learning centre focuses on Bodily-Kinesthetic intelligence, the following icon is used: K B-

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Musical-Rhythmic: These learners think in melodies and rhythms and enjoy singing, listening to music, and creating music. When a learning centre focuses on MusicalRhythmic intelligence, the following icon is used: R M-

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Verbal-Linguistic: These learners think in words and enjoy reading, writing, word puzzles, and oral storytelling. When a learning centre focuses on Verbal-Linguistic intelligence, the following icon is used: V-L

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Interpersonal: These learners think by talking to others about their ideas and enjoy group work, planning social events, and taking a leadership role with friends or classmates. When a learning centre focuses on Interpersonal intelligence, the following icon is used: TER IN

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Intrapersonal: These learners think within themselves and enjoy quietly thinking, reflecting, and working individually. When a learning centre focuses on Intrapersonal intelligence, the following icon is used: A TR IN

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Naturalistic: These learners learn by classifying objects and events and enjoy anything to do with nature and scientific exploration of natural phenomena. When a learning centre focuses on Naturalistic intelligence, the following icon is used: N

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Action: This section details a step-by-step procedure, including higher-level questioning techniques, and suggestions for encouraging the acquisition of new knowledge and skills. In some cases, one lesson may involve several Action activities, which are identified as Action: Part One, Action: Part Two, and so on.

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Existential: These learners learn by probing deep philosophical questions and enjoy examining the bigger picture as to why ideas are important. When a learning centre focuses on Existential intelligence, the following icon is used:

Teachers are encouraged to explore the topic of multiple intelligences with their students and to have students identify ways they learn best, and ways that are challenging for them. Guidelines for this process are included in the book Teaching to Diversity by Jennifer Katz (see References, page 25). NOTE: Many learning-centre activities offer excellent assessment opportunities—both formative and summative—that teachers can take advantage of through student conferences/ interviews. Teachers can then use the Individual Student Observations sheet, on page 27, to record assessment data. See the next section of Hands-On Science and Technology for Ontario, Grade 1 for more information on assessment.

The activity at each learning centre is described on a task card that remains at the centre, along with any required supplies and materials. When implementing the learning centre, it is important to review the task card prior to having students work at the centre, to ensure they are familiar with the content and the expectations.

With each lesson, teachers are also encouraged to embed learning by adding to graphic organizers; communicating investigations and ideas in a science and technology journal; having students record, describe, and illustrate new vocabulary; and adding new vocabulary to the classroom word wall (a bulletin board or poster paper for displaying new science and technology terminology). Both teachers and students can add to the word wall throughout the unit, or even all year. New vocabulary may also include terminology in Indigenous languages and other languages that reflect the cultural diversity of the classroom and the community. Also in this section, teachers are encouraged to explore the 21st Century Competencies with students, in order to determine how these skills have been used by students throughout the lesson. Enhance: This section includes optional activities to extend, enrich, and reinforce the expectations. Many lessons can be enhanced with interactive activities, available through Portage & Main Press’s website. For directions on how to access an activity, check the Enhance section of each lesson. These activities can be used on interactive whiteboards and on computers.

Consolidate and Debrief: Students are provided with ways to demonstrate what they have learned through consolidation and reflection. This process allows for synthesis and application of inquiry and new ideas. The activities in this section are intended as a review of the main ideas of the lesson, focusing on fundamental concepts, big ideas, and overall and specific expectations. The guided inquiry question for the lesson is also reviewed in this section, and students are

Activity Sheets: Lessons include reproducible activity sheets, which are designed to correlate with the expectations being focused on. Activity sheets are sometimes used during the main activity in a lesson, often to record results of investigations. At other times, the activity sheets are used as follow-up to the main activities.

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Students can work independently on the sheets, in small groups, or you may read over the sheets

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EX

encouraged to share their knowledge, provide examples, and ask further inquiry questions.

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NOTE: Activity sheets are meant to be used only in conjunction with, or as a follow-up to, the hands-on activities. The activity sheets are not intended to be the science and technology lesson in itself or the sole assessment for the lesson.

Assessment for, as, and of Learning: Based on current research about the value of quality classroom assessment (e.g., Davies 2011), suggestions are provided for authentic assessment, which includes assessment for learning, assessment as learning, and assessment of learning. These assessment strategies focus specifically on the expectations that relate to a particular lesson. Keep in mind that these suggestions are merely ideas to consider; teachers are also encouraged to use their own assessment techniques and to refer to the other assessment strategies outlined in detail in the Assessment section of Hands-On Science and Technology for Ontario, Grade 1, on pages 20 to 24.

Classroom Environment The classroom environment is inclusive of the diverse backgrounds and learning needs of all students. The strengths students bring to school are identified and nurtured. At the same time, every student is supported in order to meet with success. The classroom environment must also foster the conditions that are required for inquiry and discussion. To promote inquiry in the classroom, consider doing the following:

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Encourage students to ask questions and to appreciate different perspectives. Foster a nonthreatening atmosphere in which all students are comfortable sharing. Provide lots of opportunities for students to reflect on questions, share ideas, and generate further questions for inquiry. Promote discussion with and between students, as they need to talk about ideas with each other and with the teacher to help make meaning. Model for students how to gather the information they need so they have an adequate foundation for discussion. Ensure questions are clear and vocabulary is appropriate to learners. Avoid dominating discussion. Provide equal opportunities for all learners to participate. Model good questions and questioning strategies. Guide students in discovering answers to questions.

The classroom setting is an important component of the learning process. An active environment—one that gently hums with the purposeful conversations and activities of students—indicates that meaningful learning is taking place. When studying a specific topic, the room should display related objects and materials: student work; pictures and posters, maps, graphs, and charts made during activities; and anchor charts of important concepts, procedures, skills, or strategies that are co-constructed with students. Visuals serve as a source of information and reinforce concepts and skills that have been stressed during lesson activities, and also serve to support those students who are visual learners. Charts outlining success criteria are also displayed in the classroom.

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together and complete them in a large group setting. Activity sheets can also be projected using document cameras or interactive whiteboards. Since it is important for students to learn to construct their own charts and recording formats, teachers may decide to use the activity sheets as examples of ways to record and communicate ideas about an activity. Students can then create their own sheets rather than use the ones provided.

No two groups of students will explore topics and material at the same rate, and so planning the duration of units is an important responsibility of the teacher. In some cases, students will not complete the lesson’s activities during one block of time. Also, students may be especially interested in one topic and want to expand upon it. The individual needs of the class should be considered; there are no strict timelines involved in Hands-On Science and Technology. It is important, however, to spend time on every unit in the program so that students focus on all the curriculum expectations established for the grade level.

Classroom Management Although hands-on activities are emphasized throughout this program, how these experiences are handled is up to the teacher. In some cases, teachers may have all students manipulating materials individually; in others, teachers may choose to organize the class into small groups. This encourages the development of social skills, enables all students to be active in the learning process, and means less cost in terms of materials and equipment. Again, classroom management is up to the teacher, since it is the teacher who ultimately determines how students in their care function best in the learning environment.

Classroom Safety Occasionally, especially when safety concerns are an issue, teachers may decide to demonstrate an activity, while still encouraging as much student interaction as possible. The nature of science and technology, and of scientific and technological experimentation, means that safety concerns do arise from time to time. Throughout Hands-On Science and Technology for Ontario, Grade 1, whenever

there is a potential safety issue that teachers need to be aware of, the concern is flagged with the following safety icon: !

Scientific Inquiry Skills: Guidelines for Teachers The Hands-On Science and Technology program is based upon a scientific inquiry approach. While involved in the activities of Hands-On Science and Technology for Ontario, Grade 1, students use a variety of scientific inquiry skills as they answer questions, solve problems, and make decisions. These skills are not unique to science and technology, but they are integral to students’ acquisition of scientific and technological literacy. The skills include initiating and planning, performing and recording, analyzing and interpreting, as well as communicating and the ability to work in teams. In the primary grades, basic skills should focus on scientific inquiry and problem solving. The following guidelines provide a framework that can be used to encourage students’ skill development in specific areas.

Observing Students learn to perceive characteristics and changes through the use of all five senses. Students are encouraged to safely use sight, smell, touch, hearing, and taste, in order to gain information about objects and events. Observations may be qualitative (by describing properties such as texture or colour), quantitative (by describing properties such as size or number), or both. Observing includes: ■ ■

gaining information through the senses identifying similarities and differences, and making comparisons

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Planning Units—Timelines

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Questioning Generating thoughtful inquiry questions is an essential skill for students when participating in inquiry-based learning. Teachers should encourage students to be curious, and to extend their questions beyond those posed to them. Students should ask questions that can be answered through tests/experimentation, and formulate a specific question to investigate. Then, students can create, from a variety of possible methods, a plan to find answers to the questions they pose (Ontario Ministry of Education 2007).

Exploring Students need ample opportunities to manipulate materials and equipment in order to discover and learn new ideas and concepts. During exploration, students need to be encouraged to use all of their senses and observation skills. Oral discussion is also an integral component of exploration; it allows students to communicate their discoveries. At a deeper level, oral discussion also allows students to make meaning by discussing inconsistences/ misconceptions, and by comparing/contrasting their observations with others. This is the constructivist model of learning, which is essential in inquiry-based learning.

distinct groups, while Venn diagrams intersect to show similar characteristics among sets. For example: Single Sorting Mat rose

Birds

eagle robin

joey crow sparrow dog

mosquito

Double Sorting Mat Animals With Fur

Animals With Scales skunk snake lion

bear

pickerel salmon

kitten

Double-Intersecting Venn Plants With Leaves

daisy

Plants With Thorns

rose bush

cactus

Classifying Classification is used to group or sort objects and events and is based on observable properties. For example, objects can be classified into living and nonliving groups, or into groups according to colour, shape, or size. Two strategies for sorting involve the use of sorting mats and Venn diagrams. Sorting mats show

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It is important to encourage students to communicate their observations in a variety of ways, including orally, in writing, by sketching labelled diagrams, and by capturing evidence digitally, such as with a camera or tablet.

Measuring is a process of discovering the dimensions or the quantity of objects or events and, at the grade-one level, usually involves comparing and ordering objects by length, area, volume, and mass. In the primary grades, measuring activities first involve the use of nonstandard units of measure, such as interlocking cubes or paper clips to determine length. At the grade-one level, students use only nonstandard measurement, as they build understanding of how to observe, compare, and communicate dimensions and quantity. This is a critical preface to measuring with standard units.

When presenting students with charts and graphs, or when students make their own as part of a specific activity, there are guidelines that should be followed: ■

A pictograph has a title and information on one axis that denotes the items being compared (note that the first letter on both the title and the axis text is capitalized). There is generally no graduated scale or heading for the axis representing numerical values. Favourite Dessert

An essential skill of measurement is estimating. Students should be encouraged regularly to estimate before they measure, whether in nonstandard or standard units. Estimation allows students opportunities to take risks, use background knowledge, and enhance their skills in measuring by comparing estimates and actual results.

Communicating, Analyzing, and Interpreting In science and technology, one communicates by means of diagrams, graphs, charts, maps, models, and symbols, as well as with written and spoken languages. Communicating includes: ■

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reading and interpreting data from tables and charts constructing tables and charts reading and interpreting data from pictographs constructing pictographs constructing labelled diagrams constructing models using oral and written languages sequencing and grouping events, objects, and data according to attributes

Cake

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Ice Cream

Pie

A tally chart is a means of recording data as an organized count. The count is grouped in fives for ease of determining the total by counting by fives. Favourite Sport Sport

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baseball

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hockey

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soccer

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A chart (table) requires an appropriate title, and both columns and rows need specific headings. Again, all titles and headings require capitalization of the first letter as in the title of a story. In some cases, pictures can be used to make the chart easier for young students

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Measuring

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to understand. Charts can be made in the form of checklists or can include room for additional written information and data. Checklist Chart What Substances Dissolve in Water? Dissolves in Water

Does Not Dissolve in Water

Beads

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Sugar

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Drink Mix

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Inferring

Rice

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Pepper

√ Data Chart Local Snowfall

Month

2016/2017 Snowfall (cm)

Average Snowfall (cm)

October

7

5

November

9

8

December

23

20

January

29

25

February

16

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March

11

10

In a scientific context, inferring generally refers to asking why something occurs. For example, ask students to infer why a blown-up balloon floats when placed into a basin of water. Again, it is important to encourage students to take risks when making inferences. Instead of explaining scientific phenomena to them, students should be given opportunities to infer for themselves, using a variety of perspectives, and then building their knowledge base through inquiry and investigation.

Inquiry Through Investigating and Experimenting When investigations and experiments are conducted in the classroom, planning and recording both the process and the results are essential. The traditional scientific method uses the following format: ■

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purpose: what we want to find out, or a testable question we want to answer hypothesis: a prediction; what we think will happen, and why materials: what we used to conduct the experiment or investigation method: what we did results: what we observed and measured conclusion: what we found out application: how we can use what we learned

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Communicating also involves using the language and terminology of science and technology. Teachers should encourage students to use the appropriate vocabulary related to their investigations (e.g., object, metal, pliable, absorbent, characteristic). The language of science and technology also includes terms such as predict, infer, estimate, measure, experiment, and hypothesize. Teachers should use this vocabulary regularly throughout all activities and encourage their students to do the same. As students become proficient at reading and writing, they can also be encouraged to use the vocabulary in written form. In each unit, students develop whole-class glossaries (word walls), and their own pictionaries in which they can record the terms they have learned, and define them in their own words. Introduction

Predicting refers to the question, “What do you think will happen?” For example, ask students to predict what they think will happen to a blownup balloon that is placed in a basin of water. It is important to provide opportunities for students to make predictions and for them to feel safe doing so.

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Substance

Predicting

This method of recording investigations may be used in later school years. However, in primary grades, it is more useful to focus on a narrative style of lab report such as: ■ ■ ■ ■ ■

A simpler four-question narrative may also be used with any age group. The structure includes the following questions: 1. What was I looking for? ■ Describe the question you were trying to answer, or the hypothesis/prediction you were testing. 2. How did I look for it? ■ Tell what you did. Include materials and method. 3. What did I find? ■ Describe observations and data. 4. What does this mean? ■ Draw conclusions, and consider applications to real life. This narrative may be done in a variety of ways: orally as a class, recording findings as a class, having students use drawings and writings, or a combination of these. Throughout Hands-On Science and Technology, a variety of methods are used to encourage students to communicate the inquiry process, including those above. In addition, other formats such as concept maps and other graphic organizers are used.

In addition to hands-on inquiry, research is another aspect of inquiry that involves finding, organizing, and presenting information related to a specific topic or question. Scientific inquiry involves making observations, exploring, asking questions, and looking for answers to those questions. Even at a young age, students can begin to research topics studied in class if they are provided with support and guidelines. Accordingly, guided research is a teaching and learning strategy that is encouraged throughout the Hands-On Science and Technology program. Guided research provides an opportunity for students to seek further information about subjects of inquiry, personal interests, or topics of their choice. As such, students are empowered and engaged in the process. Guided research encourages students to do the following: ■

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Ask questions of interest related to a topic being studied by the class. Choose resources. Collect information. Make a plan to present findings. Present research in a variety of ways.

Guided research encourages teachers to do the following: ■

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Provide opportunities for students to ask questions of personal interest. Provide accessibility to appropriate resources. Model and support the research process. Offer opportunities for students to present their findings in a variety of ways and to a variety of audiences.

In the Hands-On Science and Technology program, the approach for scientific inquiry is one of gradual release. The teacher provides

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what we want to know what we think might happen what we used what we did what we observed what we found out

Inquiry Through Research

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Online Considerations As our technological world continues to expand at an accelerating rate, and increasing information is available online, students will turn to the Internet more and more to expand their learning. Accordingly, Hands-On Science and Technology for Ontario, Grade 1 is replete with opportunities for students to use online resources for researching and investigating. Teachers are encouraged to talk often with students about safety protocols when online. At all times, teachers need to be vigilant in supervising student use of the Internet. Similarly, teachers should review websites and bookmark those appropriate for student use. Teachers are also encouraged to discuss plagiarism with students: Copying information word for word—whether from a book, the Internet, or other resource—is wrong. Such information should always be paraphrased in the student’s own words, and the source of the information cited. Photos, drawings, figures, and other images found online should also only be used with permission and citation of the source. Alternatively, students can source images for which permission has already been granted for use, such as through Creative Commons Canada. (Creative Commons is a nonprofit organization that “promotes and enables the sharing of knowledge and creativity…[and which] produces and maintains a free suite of licensing tools to allow anyone to easily share, reuse, and remix materials with a fair ‘some rights reserved’ approach to copyright.” See .)

Addressing Students’ Early Literacy Needs The inquiry process involves having students ask questions, and conduct investigations and research to answer these questions. At the grade-one level, students may benefit from support for research, reading, and writing. Consider having volunteers, student mentors, or educational assistants support students during these processes to help young students with reading, research, and writing. In some cases, such helpers may also scribe for students to communicate their findings.

Technological Problem Solving Throughout Hands-On Science and Technology for Ontario, Grade 1, students have opportunities to use technological problemsolving skills to design and construct objects. For example, in unit 1, lesson 16, students design and construct models of an animal’s environment to show how the animal meets its basic needs. The technological problem-solving process involves having students seek solutions to practical problems. There are specific steps to the process: 1. Identify a need. Recognize practical problems and the need to solve them. 2. Create a plan. Seek alternate solutions to a given problem, create a plan based on a chosen solution, and record the plan in writing and using labelled diagrams. 3. Develop a product or prototype. Construct an object that solves the given problem, and use predetermined criteria to test the product. 4. Communicate the results. Identify and make improvements to the product, and explain the changes.

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substantial support in initial inquiry experiences, and gradually presents students with more and more opportunities for directing their own research. Suggestions for guiding research are presented regularly throughout Hands-On Science and Technology for Ontario, Grade 1.

sticks, tape measures, elastics, string, Plasticine, modelling clay, fabric/cloth, straws, pipe cleaners, tinfoil)

The technological problem-solving process also involves research and experimentation. When the technological problem-solving process is featured in a lesson of Hands-On Science and Technology for Ontario, Grade 1, the following icon is used:

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To foster open inquiry, each unit of Hands-On Science and Technology for Ontario, Grade 1 suggests a Makerspace. In a general sense, a Makerspace is a collaborative do-it-yourself environment, where participants share ideas and explore hands-on projects. In the school setting, a Makerspace is usually cross-curricular and should allow for inquiry, discovery, and innovation. Sometimes, the Makerspace is housed in a common area such as the library, which means it is space used by the whole school community. A classroom Makerspace is usually designed as a centre where students create do-it-yourself projects, learning together and collaborating on cross-curricular ideas or classroom themes. It is important to remember learning is not directed here. Rather, teachers simply create conditions for learning to happen. There is no list of required equipment that defines a Makerspace; however, the centre may evolve to foster inquiry within a specific topic. Students are given the opportunity to work with a variety of age-appropriate tools, as well as with everyday and recycled materials. Additionally, arts-and-crafts are often integrated into Makerspace offerings. Materials to consider at Makerspace centres include: ■

general supplies (e.g., graph or grid paper for planning and designing, pencils, markers, paper, cardstock, cardboard, scissors, masking tape, duct tape, glue, rulers, metre

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Work with students to develop a collaborative culture in which they tinker, invent, and improve on their creations throughout each unit. Ask students for ideas on how to stock the Makerspace, based on their project ideas, and then work collaboratively to acquire these supplies. The Internet may also provide lots of good ideas. Also, set up a recycling bin in your Makerspace for paper, cardboard, clean plastics, and other materials students can use in their creations. This is a good opportunity to stress the idea that Makerspaces can help reuse many items destined for a landfill. Discuss which items can/ should be placed in this bin. Some things to consider when planning and developing a Makerspace centre are: ■

Always address safety concerns, ensuring that materials, equipment, and tools are safe for student use. Include safety gloves and goggles, as appropriate.

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Makerspace

arts-and-crafts supplies (e.g., construction paper, paint, brushes, glitter, foam, fabric) building materials (e.g., sticks, wooden blocks, wooden dowels, toothpicks, Popsicle sticks, balsa wood, and age-appropriate tools such as hammers, nails, screwdrivers, screws) commercial products (e.g., LEGO, LEGO Story Starter, WeDo, MakeDo, Mechano, Plus-Plus, Kinex, Keva Planks, Dominoes, Wedgits) technology (e.g., Green Screen, tablets, Coding/Programming [Beebots, Code-a Pillar], apps such as Hopscotch, Tynker, Scratch Jr., Tickle) reference materials (e.g., books, videos, websites, visual images)

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Consider space and storage needs. Mobile carts and/or bins are handy for storing materials and tools. Work with students to write a form letter to parents/guardians, explaining the purpose of the Makerspace, and asking for donations of materials.

In Hands-On Science and Technology for Ontario, Grade 1, each unit includes a variety of suggestions for Makerspace materials, equipment, and challenges related to the specific science and technology topics of study, while correlating with other subject areas. Suggested materials and challenges are intended to support inquiry, discovery, creation, and innovation related to the unit expectations. Since the Makerspace process is intent upon solving design problems, it is helpful to have visuals at the Makerspace centre to encourage innovation, creativity, and technological problem solving. Critical aspects of technological problem solving are: ■

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careful planning, including the consideration of alternate solutions purposeful selection of tools and materials testing, retesting, and modifying a product or process communicating the solution recommending changes or improvements

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remaining focused, and encouraging others to stay on task completing individual commitments

Before students begin working at a Makerspace centre, it is suggested that teachers review technological problem-solving skills and collaborative skills with students. With students, co-construct criteria for each skill, record on chart paper, and display at the Makerspace centre. As an alternative, challenge students to create posters for the Makerspace centre that convey what technological problem solving and collaboration look like. These visual prompts can be referred to before, during, and after students work at the centre, as a means of guiding and assessing the process. As students create, photograph their creations to share with the class, and discuss the unique properties of their designs. Model appropriate digital citizenship with students by asking their permission to photograph and share their creations. It is also suggested that teachers facilitate regular debriefing sessions as a class, after students have spent time at the Makerspace centre. Consider focusing this discussion on the 21st Century Competencies (critical thinking, communication, collaboration, creativity, citizenship, and character) as an anchor for reflective practice with this learning.

In addition, the Makerspace process is collaborative in nature, and, therefore, it is important to focus on skills related to working with others. Collaboration skills include: ■ ■

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contributing ideas and questions respecting and accepting the contributions of others negotiating roles and responsibilities

Introduction

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The Hands-On Science and Technology Assessment Plan

Ontario’s policy on assessment is outlined in the document Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (see: ). The document (2010) outlines a fundamental shift in the roles of teachers and students in the learning process: In a traditional assessment paradigm, the teacher is perceived as the active agent in the process, determining goals and criteria for successful achievement, delivering instruction, and evaluating student achievement at the end of a period of learning. The use of assessment for the purpose of improving learning and helping students become independent learners requires a culture in which student and teacher learn together in a collaborative relationship, each playing an active role in setting learning goals, developing success criteria, giving and receiving feedback, monitoring progress, and adjusting learning strategies. The teacher acts as a “lead learner,” providing support while gradually releasing more and more responsibility to the student, as the student develops the knowledge and skills needed to become an independent learner.

The primary purpose of assessment is to improve student learning. Assessment for learning provides students with descriptive feedback and coaching for improvement. Assessment as learning helps students selfassess by developing their capacity to set their own goals, monitor their own progress, determine their next steps in learning, and

reflect on their learning. Assessment of learning is summative in nature and is intended to identify student progress in relation to learning expectations. The challenge for educators is to integrate assessment seamlessly with other learning goals. The Ontario assessment model uses the following process: ■

Establish learning goals from curriculum expectations. Lessons include learning goals in student-friendly language that have been developed from curriculum expectations. These learning goals are shared with students and used to guide instruction.

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Develop success criteria. These descriptors are written in student-friendly language to help students understand what successful learning looks like. Criteria can be established by the teacher, using assessment task exemplars of student work, or by using the Achievement Chart from The Ontario Curriculum, Grades 1–8: Science and Technology (2007, 26–27). Success criteria can also be determined in collaboration with students.

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Provide descriptive feedback. In conversations with students, identify what criteria they have and have not met, and provide any needed instruction. At this stage, teachers work with students to identify next steps to determine how students may improve. This may include differentiating instruction.

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Use information for peer and selfassessment. Students assess their own work and the work of others to determine what still needs to be done.

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Establish individual goals. Students determine what they need to learn next and how to get there.

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The Hands-On Science and Technology program provides a variety of assessment tools that enable teachers to build a comprehensive and authentic daily assessment plan for students. Based on current research about the value of quality classroom assessment (Davies 2011), suggestions are provided for authentic assessment, which includes assessment for learning, assessment as learning, and assessment of learning.

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The Hands-On Science and Technology program provides assessment suggestions, rubrics, and templates for use during the teaching/learning process. These suggestions include tasks related to assessment for learning, assessment as learning, and assessment of learning.

Assessment as Learning AaL

Assessment for Learning Af L

In addition, the Science and Technology Journal, on page 28, will encourage students to reflect on their own learning. Teachers can copy several sheets for each student, cut the sheets in half, add a cover, and bind the sheets together. Students can then create their own title pages for their journals. For variety, you may also have students use the blank reverse side of each page for other reflections, such as drawing or writing about: ■

new science and technology challenges

To assess students as they work, use the assessment for learning suggestions provided with many of the activities.

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favourite science and technology activities

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real-life experiences with science and technology

While observing and conversing with students, teachers may use the Anecdotal Record template and/or the Individual Student Observations template to record assessment for learning data.

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new terminology new places explored during investigations

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Anecdotal Record: To gain an authentic view of a student’s progress, it is critical to record observations during lessons. The Anecdotal Record template, on page 26, provides the teacher with a format for recording individual or group observations. Individual Student Observations: When teachers wish to focus more on individual students for a longer period of time, consider using the Individual Student Observations template, on page 27. This template provides more space for comments and is especially useful during conferences, interviews, or individual student performance tasks.

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Students may also journal in other ways, such as by adding notes to their portfolios, or by keeping online science and technology blogs or journals to record successes, challenges, and next steps relating to the learning goals. NOTE: This Science and Technology Journal template is provided as a suggestion, but journals can also be made from simple notebooks or recycled paper.

Another component of assessment as learning involves opportunities for students to reflect on their use of 21st Century Competencies. During each lesson, teachers should spend time discussing and reflecting on the competencies being focused on. The intent here is to enhance students’ understanding of how and when

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Assessment Plan

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It is important for teachers to assess students’ understanding before, during, and after a lesson. The information gathered helps teachers determine students’ needs and then plan the next steps in instruction. Students may come into class with misconceptions about science and technology concepts. By identifying what they already know, teachers can help students make connections and address any challenging issues.

It is important for students to reflect on their own learning in relation to science and technology. For this purpose, teachers will find a Student Self-Assessment template, on page 31, as well as a Student Reflections template on page 32.

this purpose, a Cooperative Skills SelfAssessment template is on page 34.

NOTE: Since no lesson addresses all six competencies, teachers can focus specifically on those covered in a lesson. Students can then explore the meaning of those skills at a deeper level.

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Another component of assessment as learning utilizes the 21st Century Competencies Student/Teacher Reflection template, which is found on page 33. This is completed by students at the end of the unit, in order to encourage them to reflect on how they have used the competencies. Students record their reflections in the rectangles on the template, and teachers provide descriptive feedback in the outer ovals.

Assessment of Learning AoL

NOTE: Depending on their literacy level, students may complete the assessment in various ways. For example, the sheets may be used as guides for oral conferences between teacher and student, or an adult may act as a scribe for the student, recording their responses. Alternatively, students may complete the sheets independently or with guidance and support as needed. NOTE: This descriptive feedback from teachers may also be considered assessment for learning. Even though this feedback is provided at the end of the unit, students will consider the anecdotal comments as they continue to develop their 21st Century Competencies.

Student reflections can also be done in many ways other than by using these templates. For example, students can do the following: ■

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Interview one another to share their reflections on science and technology. Write an outline or brief script and make a video reflection. Create an electronic slide show with an audio recording of their reflections.

Assessment of learning provides a summary of student progress related to the accomplishments of the learning goals at a particular point in time. It is important to gather a variety of assessment data to draw conclusions about what a student knows and can do. As such, consider collecting student products, observing processes, and having conversations with students. Teachers should also consider which student work is formative and which is summative. Only the most recent and consistent evidence should be used. Assessment of learning suggestions are provided with the culminating lesson of each unit of the Hands-On Science and Technology program. Teachers may use the Anecdotal Record template, on page 26, the Individual Student Observations template, on page 27, and the Rubric, on page 36, to record student results.

Students should also be encouraged to reflect on their cooperative group work skills, as these are directly related to 21st Century Competencies, as well as to the skills scientists use as they collaborate in team settings. For

Always assess a student’s individual accomplishments, not group work. However, you may assess how an individual student works within a group. Such skill development includes the ability to listen to others respectfully, share ideas, and participate actively in the inquiry process. For this

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they use the competencies during the inquiry process. For this purpose, teachers may project a copy of the 21st Century Competencies Reflection template, on page 29, and complete it as a class, using words and pictures to communicate students’ reflections. A completed Sample 21st Century Competencies Reflection is included on page 30.

•

Grade 1

Performance Assessment Both assessment for learning and assessment of learning include performance assessment. Performance assessment is planned, systematic observation and assessment based on students actually doing a specific science and technology activity. Teacher- or teacher/ student-created rubrics can be used to assess student performance. A Sample Rubric and a Rubric template for teacher use are on pages 35 and 36. For any specific activity, before the work begins, the teacher and students should together discuss success criteria for completing the task. This will ensure that the success criteria relate to the lesson’s learning goals. The teacher can then record these criteria on the rubric. When conducting assessment for learning, the rubric can be reviewed with students to determine strengths, challenges, and next steps related to learning goals. When conducting assessment of learning, the rubric can be used to determine summative data. For example, teachers can use the rubric criteria to assess student performance, and students can receive a check mark for each criterion accomplished to determine a rubric score from a total of four marks. These rubric scores can then be transferred to the Rubric Class Record template, on page 38. When using the rubric for assessment of learning, consider using four levels of achievement to correlate with the Ontario Science and Technology Achievement Chart (see pages 26 and 27 of The Ontario Curriculum). For example:

1. achievement that falls much below the provincial standard 2. achievement that approaches the provincial standard 3. achievement that meets the provincial standard 4. achievement that surpasses the provincial standard The Hands-On Science and Technology program provides numerous opportunities for students to apply their skills. By considering the same levels of achievement throughout the year, teachers should be able to track student learning and determine when students have a thorough understanding and demonstrate in-depth application of concepts and skills.

Portfolios A portfolio is a collection of work that shows evidence of a student’s learning. There are many types of portfolios—the showcase portfolio and the progress portfolio are two popular formats. Showcase portfolios highlight the best of students’ work, with students involved in the selection of pieces and justification for choices. Progress portfolios reflect students’ progress as their work improves and aim to demonstrate in-depth understanding of the materials over time. Select, with student input, work to include in a science and technology portfolio or in a science and technology section of a multi-subject portfolio. Selections should include representative samples of student work in all types of science and technology activities. Templates are included to organize the portfolio (Portfolio Table of Contents is on page 39, and Portfolio Entry Record is on page 40). Alternatively, the student and teacher may select completed work from a coming-to-know

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Assessment Plan

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purpose, use the Cooperative Skills Teacher Assessment template on page 37.

perspective that reflects participatory learning, and which is common in Indigenous learning culture. With this approach, the student reflects on their own understanding of the world around them and may gain a sense of negotiating other points of view.

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Evidence of Student Achievement Levels for Evaluation

caregivers, Elders, Métis Senators, educators, and other community members. An assessment that includes all these perspectives provides a balanced understanding of what represents success for Indigenous students and their families and community, with an understanding that strong partnership between parents/ guardians, communities, and school improves student achievement.

At the end of each unit, the teacher can determine achievement levels for each student. Assessment of learning information gathered throughout the unit can be used to identify these levels, according to the Ontario Science and Technology Achievement Chart. The most recent and consistent assessment information should be used to determine levels of achievement. A reproducible, Achievement Chart for Science & Technology, is included for teacher reference on page 41 and 42.

Important Note to Teachers Throughout the Hands-On Science and Technology program, suggestions are provided for assessment for learning, assessment as learning, and assessment of learning. Keep in mind that these are merely suggestions. Teachers are encouraged to use the assessment strategies presented in a wide variety of ways, and to ensure that they build an effective assessment plan using these assessment ideas, as well as their own valuable experiences as educators. Teachers should also be aware that some Indigenous students might feel apprehensive about a formal process of assessment; others may find that Western achievement goals do not fit their own worldviews. Assessment within an Indigenous learning culture tends to be community-based, qualitative, and holistic, and includes input from all the people who influence an individual student’s learning—parents,

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Grade 1

References Cameron, Caren, and Kathleen Gregory. Rethinking Letter Grades: A Five-Step Approach for Aligning Letter Grades to Learning Standards. Winnipeg: Portage & Main Press, 2014.

Scardamalia, M. “Collective Cognitive Responsibility for the Advancement of Knowledge.” In Liberal Education in a Knowledge Society. Edited by Barry Smith. Chicago: Open Court, 2002, quoted in Ontario Literacy and Numeracy Secretariat. “Inquiry-based Learning,” Capacity Building series 32, p. 4 (May 2013).

Creative Commons Canada. (See: .)

Toulouse, Pamela. Achieving Aboriginal Student Success. Winnipeg: Portage & Main Press, 2011.

Davies, Anne. Making Classroom Assessment Work (3rd ed.). Courtenay, BC: Connections Publishing, 2011.

Truth and Reconciliation Commission of Canada: Calls to Action, 2015. (See: .)

First Nations Education Steering Committee. Science First Peoples Teachers Resource Guide, 2016. Fullan, Michael. Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda, 2013. Inglis, Julian T. Traditional Ecological Knowledge: Concepts and Cases. Ottawa: International Development Research Centre, 1993. Katz, Jennifer. Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg: Portage & Main Press, 2012. Manitoba Education and Training. Kindergarten to Grade 4 Science: Manitoba Curriculum Framework of Outcomes, 1999. (See: ) Ontario Ministry of Education. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010. (See: .) ———. The Ontario Curriculum, Grades 1–8: Science and Technology, 2007. (See: .)

References

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Banchi, Heather, and Randi Bell. “The Many Levels of Inquiry,” Science and Children 46.2 (2008): 26–29.

Date:

__________________________

Anecdotal Record

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Purpose of Observation: _____________________________ Student/Group

Student/Group

Comments

Comments

Student/Group

Student/Group

Comments

Comments

Student/Group

Student/Group

Comments

Comments

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Date:

__________________________

Individual Student Observations Purpose of Observation: _____________________________ Student:

____________________________

Student:

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Observations

____________________________

Observations

Student:

____________________________

Observations

27

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Date: ________________ Name: _________________

Today, I __________________________________ __________________________________________ __________________________________________ I learned _________________________________ __________________________________________ __________________________________________ I would like to learn more about_________ __________________________________________

Today, I __________________________________

__________________________________________

__________________________________________

I learned _________________________________

__________________________________________

__________________________________________

I would like to learn more about_________

__________________________________________

Science and Technology Journal

Date: ________________ Name: _________________

Science and Technology Journal

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✁

Date:

__________________________

Name:

________________________________________

21st Century Competencies Reflection Inquiry Question: ____________________________________________ 21 Century Skill st

What did it look like when we used this skill?

What did it sound like when we used this skill?

What did it feel like when we used this skill?

Critical Thinking

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Communication

Collaboration

Creativity

Citizenship

Character

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Date:

__________________________

Name:

________________________________________

Sample 21st Century Competencies Reflection Inquiry Question: ____________________________________________ 21st Century Skill Critical Thinking

What did it look like when we used this skill? We were solving problems.

What did it sound like when we used this skill? What do you think we should do?

What did it feel like when we used this skill? It was interesting.

Do you think that would work?

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Why don’t we try another way?

Communication

We were talking What do you think? together and drawing I like your idea! pictures. Let’s draw a plan.

Collaboration

We worked as a team.

Creativity

Citizenship

Character

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We were happy.

S

E L P M A Let’s do it together. Now it’s your turn.

It was exciting!

Date:

__________________________

Name:

________________________________________

Student Self-Assessment Looking at My Science and Technology Learning 1. What I did in science and technology:_____________________ ______________________________________________________________ ______________________________________________________________ 2. In science and technology I learned:______________________ ______________________________________________________________ 3. I did very well at:___________________________________________ ______________________________________________________________ ______________________________________________________________ 4. One science and technology skill that I am working on is:_ ______________________________________________________________ ______________________________________________________________ 5. I would like to learn more about:___________________________ ______________________________________________________________ ______________________________________________________________ 6. One thing I like about science and technology is:_________ ______________________________________________________________ ______________________________________________________________ Note: The student may complete this self-assessment or the teacher can scribe for the student.

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______________________________________________________________

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Date:

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__________________________

Name: ________________________________________

Student Reflections

What I Did What I Learned

Next Steps in My Learning

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Name: _________________________________________

Citizenship

Character

Creativity

21st Century Competencies

Critical Thinking

Collaboration

Communication

21st Century Competencies Student/Teacher Reflection

__________________________

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Date:

Date:

__________________________

Name:

________________________________________

Cooperative Skills Self-Assessment Students in my group: ________________________________

_________________________________

________________________________

_________________________________

Group Work – How Did I Do Today? How I Did (4)

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Group Work I shared ideas. I listened to others. I asked questions. I encouraged others. I helped with the work. I stayed on task. I did very well in____________________________________________ ____________________________________________________________ Next time I would like to do better in_______________________ ____________________________________________________________ 34

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Follows Directions

Makes Detailed Observations

Sorts and Classifies Seeds

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S

3

Uses Appropriate Vocabulary to Communicate Ideas

E L P M A

Jarod

3 3 3 Aisha 3 3 3

Student

4

3

/4

Rubric Score

1 Limited understanding and minimal application of concepts and skills

Date: _______________________________________________________________

Criteria

2 Basic understanding and some application of concepts and skills

3 Very good understanding and application of concepts and skills

Science and Technology Unit: ______________________________________

Looking at Seeds Science and Technology Activity: __________________________________

Sample Rubric

4 Thorough understanding and in-depth application of concepts and skills

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Student

/4

1 Limited understanding and minimal application of concepts and skills

Date: _______________________________________________________________

Rubric Score

2 Basic understanding and some application of concepts and skills

Science and Technology Unit: ______________________________________

Criteria

3 Very good understanding and application of concepts and skills

4 Thorough understanding and in-depth application of concepts and skills

Science and Technology Activity: __________________________________

Rubric

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Cooperative Skills Teacher Assessment Date: ___________________________________________________________ Task: ___________________________________________________________ ___________________________________________________________

Cooperative Skills Respects and accepts contributions of others

Negotiates roles and responsibilities of each group member

Remains focused and encourages others to stay on task

Completes individual commitment to the group

Comments:______________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 37

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Group Member

Contributes ideas and questions

Teacher:

________________________________________

Rubric Class Record Unit/Activity/Date Student

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Rubric Scores

Scores on Specific Tasks 4 3 2 1 38

/4

Assessment Thorough understanding and in-depth application of concepts and skills Very good understanding and application of concepts and skills Basic understanding and some application of concepts and skills Limited understanding and minimal application of concepts and skills

Name:

________________________________________

Portfolio Table of Contents Entry Date

Selection

1. ______________________ __________________________________ 2. ______________________ __________________________________ 3. ______________________ __________________________________ 4. ______________________ __________________________________ 6. ______________________ __________________________________ 7. ______________________ __________________________________ 8. ______________________ __________________________________ 9. ______________________ __________________________________ 10. ______________________ __________________________________ 11. ______________________ __________________________________ 12. ______________________ __________________________________ 13. ______________________ __________________________________ 14. ______________________ __________________________________ 15. ______________________ __________________________________ 16. ______________________ __________________________________ 17. ______________________ __________________________________ 18. ______________________ __________________________________ 19. ______________________ __________________________________ 20. ______________________ __________________________________ 39

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5. ______________________ __________________________________

Date:

__________________________

Name:

________________________________________

Portfolio Entry Record This work was chosen by_____________________________________ This work is___________________________________________________ ______________________________________________________________ I chose this work because____________________________________ ______________________________________________________________ ______________________________________________________________ Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

______________________________________________________________ ______________________________________________________________ Note: The student may complete this form or the teacher can scribe for the student.

#

Date:

__________________________

Name:

________________________________________

Portfolio Entry Record This work was chosen by_____________________________________ This work is___________________________________________________ ______________________________________________________________ I chose this work because____________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Note: The student may complete this form or the teacher can scribe for the student. 40

Achievement Chart for Science & Technology Categories

Level 1

Level 2

Level 3

Level 4

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)

Knowledge of content (e.g., facts; terminology; definitions; safe use of tools, equipment, and materials)

demonstrates limited knowledge of content

demonstrates some knowledge of content

demonstrates considerable knowledge of content

demonstrates thorough knowledge of content

Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)

demonstrates limited understanding of content

demonstrates some understanding of content

demonstrates considerable understanding of content

demonstrates thorough understanding of content

Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem-solving skills and/or processes The student: Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, scheduling, selecting strategies and resources, developing plans)

uses initiating and planning skills and strategies with limited effectiveness

uses initiating and planning skills and strategies with some effectiveness

uses initiating and planning skills and strategies with considerable effectiveness

uses initiating and planning skills and strategies with a high degree of effectiveness

Use of processing skills and uses processing skills strategies (e.g., performing and strategies with and recording, gathering limited effectiveness evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving)

uses processing skills and strategies with some effectiveness

uses processing skills and strategies with considerable effectiveness

uses processing skills and strategies with a high degree of effectiveness

Use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)

uses critical/ creative thinking processes, skills, and strategies with some effectiveness

uses critical/creative thinking processes, skills, and strategies with considerable effectiveness

uses critical/creative thinking processes, skills, and strategies with a high degree of effectiveness

expresses and organizes ideas and information with considerable effectiveness

expresses and organizes ideas and information with a high degree of effectiveness

uses critical/ creative thinking processes, skills, and strategies with limited effectiveness

Communication – The conveying of meaning through various forms The student: Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models)

expresses and organizes ideas and information with limited effectiveness

expresses and organizes ideas and information with some effectiveness

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The student:

Achievement Chart for Science & Technology (Continued)

Categories

Level 1

Level 2

Level 3

Level 4

Communication – (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

The student: Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms

communicates for different audiences and purposes with limited effectiveness

communicates for different audiences and purposes with some effectiveness

communicates for different audiences and purposes with considerable effectiveness

communicates for different audiences and purposes with a high degree of effectiveness

Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms (e.g., symbols, formulae, scientific notation, SI units)

uses conventions, vocabulary, and terminology of the discipline with limited effectiveness

uses conventions, vocabulary, and terminology of the discipline with some effectiveness

uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness

uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness

Application – The use of knowledge and skills to make connections within and between various contexts The student: Application of knowledge and skills (e.g., concepts and processes, safe use of equipment and technology, investigation skills) in familiar contexts

applies knowledge and skills in familiar contexts with limited effectiveness

applies knowledge and skills in familiar contexts with some effectiveness

applies knowledge and skills in familiar contexts with considerable effectiveness

applies knowledge and skills in familiar contexts with a high degree of effectiveness

Transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment and technology, investigation skills) to unfamiliar contexts

transfers knowledge and skills to unfamiliar contexts with limited effectiveness

transfers knowledge and skills to unfamiliar contexts with some effectiveness

transfers knowledge and skills to unfamiliar contexts with considerable effectiveness

transfers knowledge and skills to unfamiliar contexts with a high degree of effectiveness

Making connections between science, technology, society, and the environment (e.g., assessing the impact of science and technology on people, other living things, and the environment)

makes connections between science, technology, society, and the environment with limited effectiveness

makes connections between science, technology, society, and the environment with some effectiveness

makes connections between science, technology, society, and the environment with considerable effectiveness

makes connections between science, technology, society, and the environment with a high degree of effectiveness

Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment

proposes courses of practical action of limited effectiveness

proposes courses of practical action of some effectiveness

proposes courses of practical action of considerable effectiveness

proposes highly effective courses of practical action

Source from: The Ontario Curriculum, Grades 1-8: Science and Technology, 2007.

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Unit 1 Needs and Characteristics of Living Things

This unit of Hands-On Science and Technology for Ontario, Grade 1 focuses on the characteristics and basic needs of living things. Throughout the unit, students will demonstrate an understanding of the basic needs of animals and plants (e.g., the needs for food, oxygen, and water). Students will investigate the characteristics of animals and plants, and they will gain growing awareness that both animals and plants depend on their environment to meet their basic needs. In addition, students will learn to describe the requirements for good health for humans.

■

Put together a variety of reading materials at a range of reading levels appropriate for your class. Include fiction and nonfiction resources. If possible, also arrange time for students to visit animal and plant websites. Always preview any website you expect students to use.

■

Collect shoeboxes, which will be required in lesson 5, for students to create dioramas of animal habitats. Teachers may wish to send home a letter to students’ families in advance to ask for help collecting the boxes.

■

Collect various materials related to and including the Canada Food Guide (“Eating Well With Canada’s Food Guide”). Posters, brochures, and individual copies of the food guide are available from Health Canada. (See: .)

Planning Tips for Teachers ■

■

Since it is not possible to bring all types of plants and animals into the classroom, teachers will need to collect a wide variety of pictures of living things. Teachers may consider sending a letter home to students’ families to request help with this project. Some good sources for pictures of animals and plants are: ■ wall calendars ■ magazines (e.g., Canadian Geographic, National Geographic, Chickadee, Owl, Chirp) ■ Google Images (prescreen any Google Image searches you expect students to carry out) Contact local nature centres, zoos, garden clubs, pet shelters, and other similar government or nongovernmental organizations. These organizations can often provide materials (and other services) about animals and plants in your community. Teachers are also encouraged to put feelers out into the broader school community to find any “resident experts” within the school community in one of these areas. This is a great way to expand resources and make connections in the community.

NOTE: Health Canada also offers a version of the Canada Food Guide tailored specifically to Indigenous peoples (see “Canada’s Food Guide for First Nations, Inuit and Métis”), including both traditional and store-bought foods. As well, the guide is translated into several other languages, including French, Farsi, and Tagalog. See: . ■

Throughout the unit, as you conclude a lesson and move on to the next one, be sure to keep all charts and displays created during the lesson, as well as activity sheets and other work done. Often, these are referred to again in subsequent lessons, and all charts and other materials created throughout the unit are used in the concluding lesson, which is a final inquiry project.

■

Consider recording the guided inquiry question (e.g., on a sentence strip) for display throughout related investigations.

■

Develop a Makerspace centre. Classroom Makerspaces are usually designed as

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Introduction

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■

■ ■

■

For this unit, set up a Makerspace centre in your classroom that encourages informal learning about the needs and characteristics of plants and animals. Collect a variety of arts-and-crafts supplies and materials that reflect the challenges students might take on at the centre. Include general materials, such as those listed in the Introduction to Hands-On Science and Technology for Ontario, Grade 1 (see page 18), as well as unit-specific materials. For example, provide artifacts from animals (e.g., feathers, bones, teeth, fossils, shells, magnifiers, skeleton models). Also, collect plant samples (e.g., seeds, leaves, bark, live plants, products made from plants).

■ ■

A literacy connection that might inspire projects is: ■ Muncha! Muncha! Muncha! by Candace Fleming. In the book, Mr. McGreely is having problems keeping the rabbits out of his garden. He tries to build something bigger and better to keep them out. This could be a challenge for students. As inquiry questions are posed with each lesson, you will find these questions inspire other do-it-yourself projects related to the unit. Students may determine solutions to these questions through the creating they do at the Makerspace centre. Remember to not direct the learning here; simply create the conditions for the learning to happen.

SAFETY NOTE: Engage in a discussion about safety and respect at the Makerspace ! with students before beginning this unit. Consider small parts, sharp devices, and potential hazards for students of all ages and abilities who will have access to the Makerspace area. At this age, this exploration needs to be supervised.

Do-it-yourself projects may include anything related to the concepts in this unit. Students may create anything from a model or mosaic to a field guide or collection. Projects they might initiate include (but are not limited to) the following: ■ ■

■

Needs and Characteristics of Living Things

For more information about Makerspace centres, see page 18 of the Introduction to Hands-On Science and Technology for Ontario, Grade 1.

Indigenous Worldviews Teachers are reminded of the value of incorporating Indigenous perspectives and worldviews into lessons whenever possible. These include having the following: ■

■

a respectful relationship with nature, with an intention to sustain natural resources for generations to come the belief that all life—plants, animals, and humans—is equal and that all living things depend upon one another for survival

s

create a model of a plant, tree, or animal design and create a device that helps maintain a healthy environment (e.g., recycling bin, tin can crusher, selfwatering device for plants) design and construct a device that helps clean air or water

create a pot/planter (waterproof, with proper drainage) make a mosaic using plant parts develop a field guide for specific plants or animals create and display a collection of items representative of specific living things (e.g., insects, feathers, pine cones, leaves) plan a garden, and make a scale model design and construct an Earth loom

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centres where students learn together and collaborate on do-it-yourself projects. Students are given the opportunity to work with a variety of age-appropriate tools, as well as with everyday and recycled materials. Additionally, arts-and-crafts are often integrated into Makerspace offerings.

■

■

the idea that humans have special relationships with animals, which are seen as teachers, guides, and companions, and are key to human survival the cyclical nature of life. Plants and animals (e.g., insects, amphibians, fish, birds, reptiles, mammals) have daily, annual, and multi-year cycles.

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Science and Technology Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as: ■

alive, animal, body part, bones, brain, cereal, characteristic, dairy, die, environment, food, food groups, grains, grow, hearing, heart, human, living thing, lungs, muscles, needs, offspring, plant, reproduce, senses, sight, smell, space, stomach, taste, touch.

Teachers should also consider infusing vocabulary related to scientific inquiry skills into daily lessons. This vocabulary could be displayed in the classroom throughout the year, as it relates to all science and technology units. Students could then brainstorm which skills they are being asked to use as they work in particular lessons. They could also discuss what the skill looks and sounds like as they explore and investigate. Vocabulary related to scientific and technological inquiry skills include: ■

NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in other languages. For example, students may include terms in Indigenous languages, or English-language learners may include terminology in languages they speak at home. These words can be printed in the first box, along with the original English-language term.

Also in lesson 1, teachers create a science and technology word wall for the unit. The word wall can be created on a bulletin board or simply on a sheet of poster or chart paper. Record new vocabulary on the bulletin board or poster as it is introduced during the unit. Ensure the word wall is placed in a location in the classroom where all students can see it and refer to the words during activities and discussion. NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students. NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class cultural makeup.

ask, brainstorm, collect, compare, construct, create, describe, estimate, explain, explore, find, follow, graph, identify, improve, investigation, match, measure, observe, order, plan, predict, record, research, select, test.

In lesson 1, students start a “pictionary”—a picture dictionary in which they record new vocabulary introduced throughout the unit.

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Unit Overview Sustainability and Stewardship

Big Ideas ■

■

■

■

■

Living things grow, take in food to create energy, make waste, and reproduce. Plants and animals, including people, are living things. Living things have basic needs (air, water, food, and shelter) that are met from the environment. Different kinds of living things behave in different ways. All living things are important and should be treated with care and respect.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Fundamental Concepts

Overall Expectations By the end of Grade 1, students will: 1. Assess the role of humans in maintaining a healthy environment. 2. Investigate needs and characteristics of plants and animals, including humans. 3. Demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.

Needs and Characteristics of Living Things

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Curriculum Correlation Specific Expectation

Lesson 1

2

3

4

5

6

7

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1. Relating Science and Technology to Society and the Environment

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1.2 Describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life, taking different points of view into consideration.

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2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures and humane practices during science and technology investigations.

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2.2 Investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources.

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2.3 Investigate and compare the physical characteristics of a variety of plants and animals, including humans.

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2.4 Investigate the physical characteristics of plants and explain how they help the plant meet its basic needs using a variety of methods and resources.

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2.5 Investigate characteristics of parts of the human body, including the five sense organs, and explain how those characteristics help humans meet their needs and explore the world around them, using a variety of methods and resources.

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2.6 Use appropriate science and technology vocabulary, including investigation, explore, needs, space, and food, in oral and written communication.

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2.7 Use a variety of forms to communicate with different audiences and for a variety of purposes.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1.1 Identify personal action that they themselves can take to help maintain a healthy environment for living things, including humans.

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3. Understanding Basic Concepts

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3.2 Identify the physical characteristics of a variety of plants and animals.

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3.3 Identify the location and function of major parts of the human body, including sense organs.

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3.4 Describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment.

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3.5 Describe how showing care and respect for all living things helps to maintain a healthy environment.

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3.6 Identify what living things provide for other living things.

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3.7 Describe how the things plants and animals use to meet their needs are changed by their use and are returned to the environment in different forms.

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Needs and Characteristics of Living Things

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3.1 Identify environment as the area in which something or someone exists or lives.

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Resources for Students Aloian, Molly and Bobbie Kalman. The Life Cycle of a Flower. Nanaimo, BC: Strong Nations, 2004. Aston, Dianna Hutts. A Seed Is Sleepy. San Francisco: Chronicle Books, 2014. Bonfield, Chloe. The Perfect Tree. Philadelphia: Running Press, 2016.

Brown, Margaret Wise. The Dead Bird. New York: HarperCollins, 2016. Caduto, Michael J., and Joseph Bruchac. Keepers of the Animals: Native American Stories and Wildlife Activities for Children. Golden, CO: Fulcrum, 2013. ———. Keepers of Life: Discovering Plants Through Native American Stories and Earth Activities for Children. Golden, CO: Fulcrum, 2013. Carle, Eric. The Mixed-Up Chameleon. New York: Harper Festival, 1998. Cherry, Lynne. A River Ran Wild: An Environmental History. Reprint. San Diego, CA: HMH Books for Young Readers, 2002.

Frost, Helen, and Rick Lieder. Step Gently Out. Somerville, MA: Candlewick Press, 2012. Galbraith, Kathryn O. Planting the Wild Garden. Atlanta, GA: Peachtree Publishers, 2011. Godkin, Celia. What About Ladybugs? Markham, ON: Fitzhenry and Whiteside, 2015. Graves, Kimberlee. Is It Alive? Learn to Read series, Level 1. Cypress, CA: Creative Teaching Press, 2015. Greenwood, Marie. Amazing Pop Up Human Body. Ina Pop Re edition. New York: DK Children, 2016. Holdback, Joan. Seed School. Lake Forest, CA: Seagrass Press, 2018. Hutchins, Pat. You’ll Soon Grow into Them, Titch. New York: Greenwillow Books, 1992. Jenson-Elliott, Cindy. Weeds Find a Way. San Diego, CA: Beach Lane Books, 2014. Kelsey, Elin. Wild Ideas. Toronto: Owlkids Books, 2015. ———. You Are Stardust. Teachers Edition. Toronto: Owlkids, 2012.

Cole, Joanna. The Magic School Bus: Inside the Human Body. New York: Scholastic, 1992.

Mack, Terri. My Five Senses. Nanaimo, BC: Strong Nations, 2013.

de Vries, Maggie. Big City Bees. Vancouver, BC: Greystone Books, 2012.

———. How Do Plants Grow? Nanaimo, BC: Strong Nations, 2012.

Ewald, Wendy. The Best Part of Me: Children Talk About Their Bodies in Pictures and Words. New York: Little, Brown Books for Young Readers, 2002.

Mackay, Elly. Butterfly Park. Philadelphia: Running Press, 2015. ———. If You Hold a Seed. Philadelphia: Running Press, 2013.

Fleming, Candace. Muncha! Muncha! Muncha! New York: Atheneum Books for Young Readers, 2002.

Martin, Bill Jr., and John Archambault. Here Are My Hands. New York: Holt, 2007.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Brocket, Jane. Cold, Crunchy, Colorful: Using Our Senses (Jane Brocket’s Clever Concepts). Minneapolis: Millbrook, 2014.

Foreman, Michael. One World. London, UK: Andersen Press, 2011.

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McLellan, Joe. Nanabosho series. Winnipeg, MB: Pemmican, 1989–2015. Peet, Bill. The Whingdingdilly. Boston: Houghton Mifflin Harcourt, 2004. Schwartz, David M. Bean. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Chicken. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Fighting Fish. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Horse. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999.

Schwartz, David M. Plant Leaves. Look Once, Look Again Plants and Animals Science series. Cypress, CA: Creative Teaching Press, 1998. Seuss, Dr. The Foot Book. New York: Random House, 2002. Spaldng, Andrea. Solomon’s Tree. Victoria, BC: Orca Book Publishers, 2005. Stewart, Melissa. A Seed Is the Start. Washington: National Geographic Children’s Books, 2018. Swamp, Jake. Giving Thanks: A Native American Good Morning Message. New York: Lee & Low Books, 2002. Tharp-Thee, Sandy. The Apple Tree. Oklahoma City, OK: RoadRunner Press, 2015. Wheeler, Eliza. Miss Maple’s Seeds. Toronto, ON: Puffin Books, 2017.

———. Hummingbird. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Ladybug. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Monarch Butterfly. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Sunflower. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Wood Frog. Life Cycles Science series. Huntington Beach, CA: Creative Teaching Press, 1999. ———. Plant Fruits & Seeds. Look Once, Look Again Plants and Animals Science series. Cypress, CA: Creative Teaching Press, 1998.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Martin Vidal, Beatriz. BIRD. Vancouver, BC: Simply Read Books, 2015.

Websites and Online Videos Websites ■

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www.crickweb.co.uk/ks1science. html#bodypart Crickweb: Science games, interactive resources, activities, and facts about animals, materials, sound, the water cycle, the human body, and weather. www.bbc.co.uk/scotland/education/ wwww/living/index_choice.shtml BBC—Education Scotland—SMART Exchange: Activities and games related to animals and animal care. eng.universal-soundbank.com Universal Soundbank: Visit this site for royalty-free recordings of sounds that include animals, vehicles, machines, laughter, musical instruments (e.g., didjeridu), and more.

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mynoise.net/NoiseMachines/ oceanNoiseGenerator.php Ocean Waves: Students can hear the energy created by wind by listening to the sounds of waves crashing on a beach.

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www.soundsnap.com/tags/seagulls Seagull Sounds: This site provides 52 recordings of seagulls.

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www.canadiangeographic.ca/kids Canadian Geographic Animal Facts: Includes dozens of fact sheets about animals.

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www.native-languages.org/algonquinlegends.htm Algonquin Legends, Myths, and Stories: This site provides links to important Algonquin traditional figures, stories, and recommended books.

www.firstpeople.us/FP-Html-Legends/ Legends-IL.html First People—The Legends: Under Native American Legends, click on “Iroquois.” This will take you to dozens of Haudenosaunee stories.

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NatureNorth.com Manitoba’s Online Nature Magazine: Scroll down to Dragonflies of Manitoba for information about dragonflies.

Food Guides ■

https://www.canada.ca/en/health-canada/ services/canada-food-guides.html/ “Eating Well With Canada’s Food Guide”

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https://www.canada.ca/en/healthcanada/services/food-nutrition/reportspublications/eating-well-canada-foodguide-first-nations-inuit-metis.html/ “Eating Well With Canada’s Food Guide – First Nations, Inuit, and Métis”

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www.hc-sc.gc.ca/fn-an/food-guidealiment/order-commander/guide_transtrad-eng.php Access translations of “Eating Well With Canada’s Food Guide” (e.g., Arabic, Farsi, Russian, Spanish, Urdu, French, Tagalog).

Indigenous Stories ■

www.angelfire.com/ia2/stories3/tides.html “How Raven Made the Tides” (Tsimshian Pacific Northwest)

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www.angelfire.com/ia2/stories3/glus.html “The Coming of Gluscabi” (Abenaki Northeast Woodlands)

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www.planetozkids.com/oban/legends.htm “How Kangaroo Got His Tail” (Australian Aborigine)

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exchange.smarttech.com SMART Exchange: Enter “living and nonliving things”, “human body”, “animal environments” and/or “animal care” in the search field to find a variety of related activities for the SMART board.

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www.shannonthunderbird.com/ Stories.htm “Animal Stories and Legends and Teachings A–M”

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www.shannonthunderbird.com/stories%20 N-Z.htm “Animal Stories and Legends and Teachings N–Z”

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https://www.youtube.com/ watch?v=tYa3m_SXoAk&feature=fvwrel “Our Surroundings: Living and Nonliving Things.” KidsClassroom (11:38).

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https://www.youtube.com/ watch?v=dUBIQ1fTRzl “The Needs of a Plant.” Harry Kindergarten Music (1:02).

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https://www.youtube.com/ watch?v=Etn92Ms8plo “The Ojibway Creation Story.” FirstNationLiteracy (7:03).

Needs and Characteristics of Living Things

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Videos

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The purpose of this lesson is to introduce the theme of the unit. The life processes and the needs of living things are introduced here; a more in-depth study of the characteristic “life processes” is presented in lesson 2.

Materials

Information for Teachers

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A characteristic is a distinguishing trait. Living things share similar characteristics, such as the life processes they use to survive, which include eating, drinking, breathing, and growing. In addition, living things make waste, react to their environment, reproduce, and are made of cells. To carry out these processes, living things need food, water, oxygen, and shelter. The Activate part of this lesson involves taking students on a guided nature walk through the local community to observe living things. To incorporate Indigenous perspectives into this activity, consider having a local Elder or Métis Senator lead the nature walk. This activity can be a bridge-building endeavour between the school, families, and the community. NOTE: Some Indigenous keepers of knowledge are more comfortable being referred to as a “Traditional Knowledge Keeper” rather than as an “Elder” or a “Métis Senator.” Be respectful of their preferences. NOTE: There are certain protocols that should be followed when inviting an Elder or a Métis Senator into your classroom. The Lakehead District School Board has protocols available at: .

21st Century Competencies Communication: Students will communicate in a variety of ways: through digital photography, whole-class discussions, and writing.

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digital cameras (one for each pair of students) printed pictures of living things (both animals and plants) chart paper markers (various colours) computer projector or overhead and overhead transparencies printer (optional) Activity Sheet: Pictionary (1.1.1) Learning-Centre Task Card: What Can I Learn About a Living Thing? (1.1.2) Learning-Centre Sample Card: I Recommend (1.1.3) Learning-Centre Activity Sheet: I Recommend (1.1.4)

Activate

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Before beginning this lesson, take students on a nature walk through the school yard or the local community. Explain to students that, with a partner, their job is to find a living thing, and then use their senses to observe it. SAFETY NOTE: Discuss ways to safely use the senses to observe a living thing (e.g., listen to a bird, touch the leaves of a tree, smell a flower). Students should be clearly instructed to not use their sense of taste.

Divide the class into student pairs. Tell students they and their partner are going to take a digital photograph of their chosen living thing, so they can continue to use their sense of sight to observe it when they are back in the classroom. NOTE: Adult support may be required to carry the cameras during the walk, until students are ready to use them. Also, some students may need help taking pictures.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1 What Do We Know About Living Things?

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1

Introduce the guided inquiry question: What do we know about living things?

Action: Part One Upload students’ photographs from the nature walk onto a computer. Project for all students to see. Involve students in this task, as appropriate. NOTE: If a projector is not available, print students’ photographs, and make them into transparencies to use with an overhead projector, or simply print the photos as full-page visuals.

As a class, review students’ photos from the nature walk. Have student pairs share the name of their living thing as it is displayed. Once all pairs have shared, ask: ■

How do you know the things you took pictures of are living?

Discuss what the living things in their pictures all have in common (e.g., they all use energy, they all use oxygen from their environment, they all grow, they all need water, they all reproduce, and they all die). On chart paper, construct a KWHL chart for recording students’ ideas, as in the following example: Living Things What do we Know about living things?

What do we Want to find out about living things?

How can we find out?

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Record students’ responses in the first column of the chart. NOTE: This process offers teachers an opportunity to examine misconceptions held by students. For example, students may volunteer ideas that they think they know but which, in fact, are incorrect. It is important to acknowledge students’ ideas, but it is also important to address these misconceptions during the inquiry process.

Now, have students focus on the second column of the chart. Ask: ■

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As we begin to study living things, what questions do you have? What more would you like to learn about living things?

Have students share their ideas, and record these in the second column of the class chart. This provides an opportunity for students to share special interests and to consider these interests when planning future activities. As students share their questions about living things, discuss ways they could find answers to these questions. Encourage students to think of a wide variety of ways they could learn new ideas and information or find answers to scientific questions. For example: ■

What have we Learned?

What do you already know about living things?

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Read classroom resources (e.g., books, magazines, websites/blogs). Invite guest speakers to the classroom (e.g., Elders or Métis Senators or other community members). Go on field trips/nature walks. Watch videos/nature programs or documentaries. Read library resources (e.g., books, magazines, websites/blogs).

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Needs and Characteristics of Living Things

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Plan your nature walk to pass by a variety of plants and animals (e.g., birds, butterfly gardens, dogs in yards). Ensure each pair of students has the chance to take a picture of a living thing.

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Use resources from home (e.g., books, artifacts, family experts). Write a letter/email to an expert, requesting information. Conduct experiments. Make observations. Take or examine photographs.

Explain to students that as they explore and learn new information about living things, they will record these ideas in the fourth column of the KWHL chart. Display the KWHL chart in a visible area of the classroom for reference throughout the unit.

Action: Part Two

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Focus again on the photographs taken of living things that students observed on their walk. Ask: ■ ■ ■

Do these living things seem healthy? How do you know? How do living things stay alive and healthy? (e.g., enough food, clean water, oxygen; shelter; healthy environment/habitat)

Now, focus on the KWHL chart, and, in the first column, include any prior knowledge students have about healthy environments/habitats for living things. Also, include questions students have related to how living things remain healthy. Distribute several copies of Activity Sheet: Pictionary (1.1.1) to each student. Have students keep the pages in a safe place—at the end of the unit, they will alphabetize the words and bind the pages to create a booklet depicting the theme of the unit.

NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class cultural makeup.

Activity Sheet Directions to students: Begin your pictionary for the unit. Record the term living thing, and include a picture/drawing of a living thing. Then, label the parts of your picture (1.1.1).

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Set up a Living Things Library in your classroom. Provide related books, magazines, posters, and other resources for students to read. Also, provide a copy of Learning-Centre Task Card: What Can I Learn About a Living Thing? (1.1.2), a copy of Learning-Centre Sample Card: I Recommend (1.1.3), several copies of LearningCentre Activity Sheet: I Recommend (1.1.4), and pencils. NOTE: Make sure the resources are at a variety of reading levels to engage all learners.

Have students choose anything they want to read from the Living Things Library. Students can then recommend a book to their classmates, using the learning-centre activity sheet. For example:

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Record students’ ideas in the third column of the KWHL chart.

NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in other languages. For example, students may include terms for living thing in Indigenous languages, or English-language learners may include terminology in languages they speak at home. These words can be printed in the first box, along with the original Englishlanguage term.

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I recommend the book _________________ because it has many interesting facts about farm animals.

Display students’ work in the Living Things Library for everyone to enjoy.

Consolidate and Debrief

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Revisit the guided inquiry question: What do we know about living things? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Begin a class word wall to display new terms, introduced throughout the unit, as well as illustrations.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students.

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Have students begin their do-it-yourself projects at the Makerspace centre. (See page 18 of the Introduction to Hands-On Science and Technology for Ontario, Grade 1 and page 45 in the Introduction to this unit for details on setting up the Makerspace centre.)

Needs and Characteristics of Living Things

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Date:

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Pictionary

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What Can I Learn About a Living Thing? Welcome to the Living Things Library!

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1. Choose anything you want to read. 2. After you have finished reading, use the activity sheet to recommend a book.

Picture

Word

Picture

Word

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Word

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. Read the sample before filling in your own sheet.

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Learning-Centre Sample Sheet

I Recommend

! Book Recommendation

Book Recommendation

If You Were Born a Kitten Title: _______________________________________________________

Title: _______________________________________________________

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Marion Dane Bauer Author: ____________________________________________________

Author: ____________________________________________________

you learn about animals that you I recommend this book because: _________________________

I recommend this book because: _________________________

might not know anything about, like seahorses and opossums. ____________________________________________________________

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____________________________________________________________ ____________________________________________________________ Susan This book is recommended by: ____________________________

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58 – 1.1.1– 1.1.4

____________________________________________________________ ____________________________________________________________ This book is recommended by: ____________________________

Book Recommendation Title: _______________________________________________________ ____________________________________________________________ Author: ____________________________________________________ I recommend this book because: _________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ This book is recommended by: ____________________________

1.1.4

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

How Are Living and 2 Nonliving Things Different? All living things can do the following: ■ ■ ■ ■

Use energy, water, and oxygen Grow Reproduce* Die

*NOTE: With young students, it is acceptable to use the term have babies to explain the meaning of the word reproduce when talking about animals (but not about plants).

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Activate Display a variety of living and nonliving things and a variety of pictures of living and nonliving things for students to observe, sort, manipulate, and discuss. Ask students: ■ ■ ■

21st Century Competencies

KWHL chart (from lesson 1) Pictionary (1.1.1)

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Which objects are living? How do you know they are living? Which objects are not living? How do you know they are not living?

Critical Thinking: Students will use criticalthinking skills to compare and contrast living and nonliving things, and to identify differences between the two.

Have students sort the objects and pictures into living and nonliving groups.

Materials

Challenge students to sort the living things into groups. Model this approach with a few pictures first, and then have students determine a rule for sorting the objects. If they are having difficulty thinking of sorting rules, you may suggest:

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animals and plants humans, other animals, and plants things with legs and things with no legs things that move and things that do not move things with hair and things with no hair things with eyes and things with no eyes

Introduce the guided inquiry question: How are living and nonliving things different? Assessment for Learning Af L While students are classifying objects in the Activate activity (above), observe their ability to group and explain sorting rules. This skill is used throughout the unit and applies to other subjects, as well. Use the Anecdotal Record sheet, on page 26, to record observations.

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variety of living things such as plants, pets (e.g., hamster, fish), if possible variety of nonliving things (e.g., ruler, shoe, cellphone) variety of pictures of living things, including humans, other animals, and plants (Use classroom resources and student photos from nature walk from lesson 1.) variety of pictures of nonliving things (e.g., toys, cars, household items) projector (optional) chart paper markers scissors glue drawing paper crayons Activity Sheet A: Living Things (1.2.1) Activity Sheet B: Sharing Stories Interview Guide (1.2.2) Learning-Centre Task Card: What Have I Learned About Living and Nonliving Things? (1.2.3)

Now, remove the nonliving objects and pictures, and have students examine the living things.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Information for Teachers

2 Action: Part One Have students share the ways they have sorted their pictures. Now, encourage them to discuss what they know about living things. Ask: ■

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These questions will encourage students to infer, predict, and interpret what they observe. During the activity and subsequent discussion, record students’ responses, and add to the “What do we know” column of the KWHL chart created in lesson 1, using a different colour of marker than you used in lesson 1. Take this opportunity to expand discussion about what students “want to know” and “how” they will discover this information. Introduce the term reproduce to students, and discuss the word in broader terms. Mention, for example, that animals (including humans) have babies; birds and most reptiles lay eggs, which hatch into young; plants produce seeds, which grow into new plants. Use the term reproduce often in subsequent lessons so that the word becomes part of students’ vocabulary. As mentioned earlier, it is also acceptable for young students to refer to the reproduction of living things (other than plants) as “having babies” or “having young.” Give each student a copy of Activity Sheet: Living Things (1.2.1), and have students complete it.

NOTE: Consider completing a copy of the activity sheet ahead of time to project as a model for students as they complete their own activity sheets.

Action: Part Two Have students interview family members and ask them to share stories about living things. Storytelling is an integral learning technique in Indigenous cultures, as well as in many other cultures. Themes of stories might include: ■ ■

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family pets animals and plants in your own yard or community living things observed on a camping trip, vacation, or canoe trip living things observed on a hunting or fishing trip plants and animals from other countries

Distribute a copy of Activity Sheet B: Sharing Stories Interview Guide (1.2.2) to each student. Have students complete the activity sheet. NOTE: Review the activity before students take it home, so that they are familiar with the questions. Family members may help in completing the sheet.

As students bring their activity sheets back to class, have them share stories with the class. During discussion, have students do the following: ■

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Tell the class about the person you interviewed. Provide a summary of the story. Explain how you know that the story was about a living thing.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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What is the same about all of these things? (e.g., they all grow) What does a living thing need to stay alive? Does a living thing always stay the same size? Will it live forever? What will happen to all living things some day? Where does a chicken come from? Where does a tree come from? What does this tell you about living things? (e.g., they can reproduce or have babies)

Activity Sheet A Directions to students: Think of one thing you know about all living things, and print it on your activity sheet. Check the list on chart paper for ideas. Draw a picture to go with what you have written (1.2.1).

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2 Enhance ■

Activity Sheet B Directions to students: Use the sheet to guide your interview with a family member. Fill out the sheet together, and bring it back to class to share (1.2.2).

Learning Centre

Have students classify the objects and pictures and discuss their sorting rules.

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Have students cut out pictures (from magazines, or printed from the Internet) of living and nonliving things to glue onto a sorting mat. If students have not used sorting mats before, introduce this graphic organizer and model the process with a few pictures of living and nonliving things. For example: Sorting Living and Nonliving Things

Living

Nonliving

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Students can also use a program such as Kidspiration to make the sorting mat.

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In pairs, have students play What Is My Rule? Give a copy of Enhance Activity Sheet: What Is My Rule? (1.2.4) to each student. Display a set of pictures of living things. Have one student in the pair select (but not reveal) a rule for sorting pictures (e.g., has fur/has no fur). Once he or she has sorted the pictures, ask the other student to guess what rule was used to sort the pictures.

■

Visit a local zoo, bird sanctuary, nature centre, pet store, or wildlife reserve with students. Many of these places offer winter programs, so the field trip need not be limited to the spring. Encourage students to use a combination of their senses, as appropriate, to make observations of living things, and have them record their observations using new terminology and adding illustrations.

■

Invite a guest speaker from a local zoo, bird sanctuary, nature centre, pet store, or wildlife reserve to visit the class with slide show presentations or live animals.

Consolidate and Debrief

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L LB

L-M

At the learning centre, display a variety of living things, nonliving objects, and pictures of both, as well as a copy of Learning-Centre Task Card: What Have I Learned About Living and Nonliving Things? (1.2.3), chart paper, and markers.

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S

Revisit the guided inquiry question: How are living and nonliving things different? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, including the term reproduce, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms, including the word reproduce, and (labelled) pictures (e.g., a mother animal and her young) to their Pictionary (1.1.1). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

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NOTE: Based on these interviews, students may be interested in inviting guests to share other stories about living things. Family members, Elders and Métis Senators, school staff, community members, and staff of local organizations who work with plants and animals may be accessed to share stories about living things.

2

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■

Plan a nature walk with students. Give each student two paper bags. Have students label one bag “Living Things” and the other bag “Nonliving Things.” Then, have students collect objects that represent living and nonliving things for each bag. Remind students that they must not remove most living things from the environment; however, they can collect items such as fallen leaves, grass, feathers, and seeds. After the nature hunt, encourage students to explain the rationale behind their choices (justification for what they collected and why they think the objects are examples of living and nonliving things).

SAFETY NOTE: Prior to the nature walk, review safety issues with students, such as ! not picking up dangerous items (and what some of these dangerous items might be). You may wish to have students use gloves for this activity. Also, discuss what they can and cannot remove from the natural environment. ■

Select several pictures of living things, and cut them into puzzle pieces. Challenge students to identify each living thing by observing just one puzzle piece. Then, have students gather the other pieces for that living thing and put the puzzle together.

■

Have students create animals from play dough or clay. Encourage them to mix colours to get appropriate animal colours.

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Encourage students to take pictures of living or nonliving things and bring them to school.

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Access the interactive activity, Sorting Living and Non-living Things, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.2.2

Date:

__________________________

Name:

Date:

________________________________________

__________________________

Name:

________________________________________

Living Things

Sharing Stories Interview Guide

One thing I know about all living things:

1. Storyteller _________________________________________________

______________________________________________________

2. Which living thing is the story about? ____________________

______________________________________________________

3. Draw a picture of their story.

______________________________________________________

4. How do you know that this is a living thing? ______________________________________________________________ ______________________________________________________________ 5. What else would you like to learn about this living thing? ______________________________________________________________ ______________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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______________________________________________________

1.2.2

1.2.1

1.2.3

1.2.4

■■

What is the same about the objects in each group?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. Find a way to record and label your sorting.

1.2.3

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2. Sort the objects and pictures, and classify them into living and nonliving groups.

What Is My Rule?

1. Observe and examine the objects and pictures of objects.

__________________________

What Have I Learned About Living and Nonliving Things?

Name:

_________________________________________

Learning Centre

Date:

L-M

1.2.4

1.2.1 – 1.2.4 – 63

Reproducibles

1.2.1

3 What Parts Make Up the Human Body? 21st Century Competencies Collaboration: Students will work in pairs to learn about the basic parts of the human body, and then will collaborate to create an interview that focuses on a specific body part.

Materials ■

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■

■

■ ■

Activate Explain to students that they are going to learn about the human body and some of the parts that make up their bodies. To warm up their brains, they will first play a game or sing a song or two. Lead the class in one or two games or songs that involve naming and pointing to different parts of the human body (e.g., “Simon Says,” “Hokey-Pokey,” “Head and Shoulders, Knees, and Toes,” “Dem Bones”). Encourage students to volunteer to lead the group.

Action Organize the class into pairs of students. Explain to students that they will be tracing their partner’s body onto a sheet of mural paper. Distribute a large sheet of mural paper and a pencil to each student, and have the pairs trace each other’s body. NOTE: Depending on the group of students, teachers may consider asking a parent volunteer or an older student to help with this activity.

Ask students: ■ ■

■

What body parts did you trace? What body parts did not get traced? How could you add these parts of the body to your tracings? Are all of your parts the same? Are they different? How do you know?

Distribute scissors, crayons, and paint supplies, and have students cut out their body outlines and use crayons or paint to add details such as mouth, eyes, nose, toes, and fingers. Together as a class, have students identify each body part, using one of the completed tracings as a model. Place the appropriate body-part label (1.3.1) from the teacher set onto each body part. Also, take the opportunity to ask students what the function of each body part is.

Introduce the guided inquiry question: What parts make up the human body?

Then, distribute a set of body-part labels to each student, scissors, and some glue. Have students cut out and glue each label onto the appropriate place on their own body outline.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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large sheets of mural paper for tracing students’ bodies (one sheet for each student) scissors pencils crayons paint and paintbrushes glue Body-Part Labels (Make one copy for each student, plus one more for teacher use. Cut out the labels from the teacher set ahead of time.) (1.3.1) Activity Sheet: What Parts Make Up the Human Body? (1.3.2) Learning-Centre Task Card: What Have I Learned About Parts of the Human Body? (1.3.3) KWHL chart (from lesson 1) Pictionary (1.1.1)

Assessment for Learning Af L Observe students as they play the games and/or sing the songs. This is an opportunity to assess students’ prior knowledge and determine their conceptual understanding of the human body and its parts.

•

Grade 1

3 Display the body outlines around the classroom for students to observe.

Activity Sheet Directions to students: Cut out each body-part label, and glue it onto the correct part of the body outline (1.3.2).

Learning Centre

K B-

At the learning centre, provide a copy of Learning-Centre Task Card: What Have I Learned About Parts of the Human Body? (1.3.3), paper, pencils, and access to learning materials from this lesson (e.g., students’ completed body outlines, charts) for student reference.

o

A L

Assessment of Learning Meet with students individually, and have them use their own body outlines or their copy of the activity sheet (1.3.3) to tell you the name and function of each of the labelled body parts. Use the Individual Student Observations sheet, on page 27, to record results.

Enhance ■

Have students create a song with corresponding actions to show their knowledge of the body parts (e.g., “If you’re happy and you know it touch your nose…”).

■

Provide animal pictures or tracings for students to trace, label, and compare to the human tracings.

■

Create a class book called “My Incredible Body Parts,” based on the book Here Are My Hands by Bill Martin Jr. and John Archambault. Assign to each student one part of the body, or, depending on the size of your class, have students work in pairs on body parts. Have students cut out pictures of their assigned body part from magazines, newspapers, or printed from online, and glue the pictures onto their page of the book. Remind students to leave a space at the bottom of the page for a sentence that tells something about that body part. Create a pattern book with the text, using a sentence format similar to Here Are My Hands (“Here are my hands for catching and throwing.” “Here are my feet for stopping and going.”) Keep the book in a science and technology or reading corner of the classroom. Students can also create their books electronically, with assistance.

Have pairs of students create an interview for a body part they have studied.

Consolidate and Debrief ■

■

■

■

Revisit the guided inquiry question: What parts make up the human body? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add the names of the parts of the body to the class word wall. Teachers may consider adding a picture to accompany each word or adding the Body-Part Labels (1.3.1) to the word wall. Also, include the words in other languages, as appropriate. Have students add the name of one body part of their choosing to their Pictionary (1.1.1), including label/terminology, as appropriate. Students should be able to explain the function of the body part that

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Distribute a copy of Activity Sheet: What Parts Make Up the Human Body? (1.3.2) to each student. Have students complete the activity sheet.

they choose to add to and draw. When possible, encourage students to add the word and an example in other languages, including Indigenous languages, reflective of the classroom population.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3 ■

Read other books that could be used as patterns to make class books (e.g., The Foot Book by Dr. Seuss).

■

Hang a Halloween skeleton in the room, and have students use the Body-Part Labels (1.3.1) to label its body parts.

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Access the interactive activity, Body Parts: What Goes Where?, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.3.2

Date:

__________________________

Name:

________________________________________

What Parts Make Up the Human Body?

Body-Part Labels

!

! leg arm leg

arm

ear

knee

foot

nose

mouth

chest

hand

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

eye

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

eye nose ear mouth

knee chest foot hand

1.3.2

1.3.1

1.3.3

K B-

Learning Centre

What Have I Learned About Parts of the Human Body? 1. Work with a partner to prepare an interview for a part of your body you have learned about. 2. One student is the interviewer who asks the questions.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. The other student pretends to be a part of the body and answers the interviewer’s questions.

1.3.3

1.3.1 – 1.3.3 – 67

Reproducibles

1.3.1

4 How Are Human Features Unique? 21st Century Competencies Character: By exploring ourselves, students will come to realize that we all have unique physical features. Although people have many features in common, each person is also unique, and these differences should be celebrated.

Materials

■ ■ ■ ■

■ ■

■ ■ ■

■

■

■ ■

mirrors (one for each pair of students. Ideally, these should be freestanding mirrors; mirrors can be made freestanding by positioning them with Plasticine or play dough.) glue large sheet of graph paper chart paper markers and crayons (colours should correspond with eye colours of students in the class—some combination of various possibilities, including brown, amber, green, blue, black) index cards coloured wool (colours should correspond with eye colours of students in the class) scissors drawing paper Pictograph Reproducible (Make enough copies so you have one square for each student in the class. Cut apart the six squares on each sheet beforehand.) (1.4.1) Activity Sheet: A Special Friend and Special Me! (1.4.2) Learning-Centre Task Card: How Am I Unique? (1.4.3) KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate Have students sit in a circle and observe one another’s eyes. Have them describe the similarities and differences that they observe in their classmates’ eyes.

Introduce the guided inquiry question: How are human features unique? The terms feature and unique may be new to some students. Discuss their meanings, encouraging students to share their understanding of the words. As a class, determine definitions for the terms, and record these on the KWHL chart.

Action: Part One Print the eye colours of students in the class onto index cards, using corresponding coloured markers. Use the corresponding colours of wool to create circles on the floor (large enough for several students to stand inside). Use the index cards as labels for the corresponding circles. Have students sort themselves into the circles according to their eye colour, and count the number of students in each group. Record the results on chart paper. Then, compare the number of students with each eye colour. Discuss how some eye colours are more common than others. Now, make a concrete graph by placing the eye colour index cards on the floor and having students line up behind the appropriate label.

Action: Part Two Give each student one eye-colour square from the Pictograph Reproducible sheet (1.4.1) and crayons or markers. Have students print the colour of their eyes on their square and colour the eyes the same colour as their own eyes.

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■

Once the topic of colour is raised, have students describe the various eye colours of students in the class. Distribute mirrors, and give students an opportunity to observe their own eyes, as well.

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4

Comparing Students’ Eye Colour

describe your partner’s eyes and hair colour, and tell something special about them. Draw pictures of your eyes and hair and your partner’s eyes and hair (1.4.2).

Learning Centre

V-S

At the learning centre, provide freestanding mirrors along with drawing paper, crayons, and a copy of Learning-Centre Task Card: How Am I Unique? (1.4.3).

Number of Students

Have students observe their own unique features and create self-portraits.

Consolidate and Debrief ■

Brown

Blue

Green

Grey

Hazel

Eye Colour

Discuss other similarities and differences in human features (e.g., hair colour and height). Emphasize the uniqueness of each student, and have students brainstorm reasons why each of their peers is special. (For example: Amir is tall, and he can help us reach things. Leah has beautiful, shiny hair.) This may lead to an opportunity to discuss how there are a variety of cultures represented in the classroom community, and each is important. Divide the class into working pairs by having students find partners who look different from themselves. Give each student a copy of Activity Sheet: A Special Friend and Special Me! (1.4.2). Have student pairs complete their sheets together. Activity Sheet Directions to students: Describe the colour of your eyes and hair. Then, tell something special about yourself. Next,

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■

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Revisit the guided inquiry question: How are human features unique? As a class, have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, including feature and unique, and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms, including feature and unique, and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Conduct other comparative activities to explore how humans are unique. For example, measure height, compare shoe size, and examine hair colour and type (e.g., curly, straight). Results can be recorded on charts or graphs.

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Now, tell students they are going to create a pictograph. Display a large sheet of graph paper, and title it “Comparing Students’ Eye Colour.” Label the horizontal axis “Eye Colour,” and attach the index cards as labels along the axis. Label the vertical axis “Number of Students.” Have students glue their completed eye squares onto the graph.

4 Access the interactive activity, Inside the Body: What Goes Where?, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.4.2

Date:

Name:

________________________________________

A Special Friend and Special Me!

Pictograph Reproducible

!

__________________________

My eyes are

My eyes are

___________________________

___________________________

My eyes are ______________________

Name _____________________

My eyes are

My eyes are

___________________________

___________________________

Name _____________________

Name _____________________

My eyes are

My eyes are

___________________________

___________________________

Name _____________________

Name _____________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Name _____________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

My hair is ________________________

I am special because ____________________________________ ____________________________________________________________

My friend’s eyes are ______________

My friend’s hair is _________________

My friend is special because _____________________________ ____________________________________________________________ 1.4.2

1.4.1

1.4.3

V-S

Learning Centre

How Am I Unique? 1. Look at your eyes in the mirror. ■■

What shape are your eyes?

■■

What colour are your eyes?

■■

What are your eyebrows like?

■■

What are your eyelashes like?

2. Look at your nose in the mirror. What does your nose look like?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

■■

3. Look at your mouth in the mirror. ■■

What does your mouth look like?

4. Look at the other parts of your face and your hair. 5. Draw and colour your self-portrait. 6. Use words to describe your unique features.

1.4.3

1.4.1 – 1.4.3 – 71

Reproducibles

1.4.1

5 What Is Inside the Human Body? Information for Teachers ■

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NOTE: Internal body-part definitions can be complex concepts for young students. Ensure that students understand what a skeleton is, can identify the body organs, and can describe, in their own words, the function of each.

■ ■ ■ ■ ■ ■

Activate Have students sit in a circle. Place an apple on the floor in the centre of the circle. Have students describe the apple, brainstorming all of the things about it that they can see. Next, pass the apple around for students to feel. Have them describe the texture of the apple. Ask: ■ ■

Critical Thinking: Students are asked to infer, based on observations of the outside of their body, about what might be on the inside.

Materials ■ ■ ■ ■ ■ ■ ■

■

apple plastic knife glue scissors chart paper Labels: Internal Parts of the Body (1.5.1) Picture Cards: Heart, Brain, Stomach, Lungs, Muscles, Skeleton (Bones) (1.5.2–1.5.7) pocket chart

What does the inside of an apple look like? Is the inside different from the outside? How?

Cut the apple in half, and have students observe and describe the inside of the apple. Ask: ■

■

21st Century Competencies

Activity Sheet: Inside My Body (1.5.8) balloons stethoscope skeleton (or fabricated sample of a bone) book or weight (2 kg) KWHL chart (from lesson 1) Pictionary (1.1.1)

■

■

How is the outside of the apple different from the inside of the apple? What other things on the inside are different from the outside? Is the inside of a human different from the outside? How? How are the skin of an apple and the skin on a human the same? (The skin of each protects the inside of the living thing.)

Introduce the guided inquiry question: What is inside the human body?

Action: Part One Ask students what clues they can see or feel on the outside of the body that make them think there is something on the inside, too (e.g., I can feel my bones; I can feel my heart beat when I run; I bleed when I am cut).

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

Bones: The skeleton, the internal structure of bones and cartilage, gives shape to and supports the body. Heart: The heart pumps blood to all parts of the body. Lungs: Air travels to our lungs so that we can breathe. Our lungs expand as they fill with air and contract as the air is pushed out. Brain: The brain is the “boss” of the body. It controls all of the functions of the body. Stomach: Food travels from our mouth to our stomach through a tube called the “esophagus.” Acid in the stomach breaks down the food so that it can be used for energy in different parts of the body. Muscles: Muscles tighten and relax to enable different parts of the body to move.

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5

Display the labels of the internal body parts in the pocket chart. Have students use their own bodies to identify the location of each internal body part. As each part is identified, show the large picture card of that part (1.5.2–1.5.7). Discuss each part, and have students share their background knowledge to describe its function in simple terms (e.g., my lungs help me breathe). Distribute a copy of Activity Sheet: Inside My Body (1.5.8) to each student. Have students follow the directions to complete the activity. Activity Sheet Directions to students: Cut out the inside body parts. Glue each part where it belongs on the body outline (1.5.8).

■

■

Assessment for Learning Af L Conference with students individually. Have them identify parts inside the human body and explain the function of each. Use the Individual Student Observation sheet, found on page 27, to record results.

Consolidate and Debrief ■

Action: Part Two Together with students, conduct the following hands-on investigations into the functions of internal body parts. For future reference, record results/data from each investigation on an anchor chart: ■

■

The heart: Have students use a stethoscope to listen to their heartbeat. Have them listen to their heartbeat while sitting quietly. Then, have them run around the gym or school yard. Discuss what happens to their heartbeat when they move around. The lungs: Have students take a deep breath in and watch their chest to see what happens. Then, have them let the air out and watch what happens. Have them blow up a balloon and let it deflate to model how lungs expand and contract.

The bones: Discuss which bones students can feel in their body. Pass around the skeleton or bone sample for students to feel, and discuss how the bones’ strength gives form to the body. The muscles: Have students put their left hand on their right arm muscle (bicep) and then tighten the muscle to feel it contract. Then, have them lift a weight (such as a book) to further show how the muscles contract when used.

■

■

■

Revisit the guided inquiry question: What is inside the human body? As a class, have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

s

Needs and Characteristics of Living Things

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Have students share prior knowledge by describing what they know about their internal organs. Have them work with a partner to share their ideas.

5

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Enhance ■

Request old x-ray films from medical clinics, labs, or local hospitals, and show them to students. X-ray films are especially effective when displayed on classroom windows. Students can use the x-rays to help identify their own bones.

■

For a further look at internal body parts and their functions, read The Magic Schoolbus: Inside the Human Body, a book by Joanna Cole.

■

Access the interactive activity, Inside the Body: What Goes Where?, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

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lungs

muscles

bones

1.5.3

Brain

1.5.3

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Labels: Internal Parts of the Body

1.5.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

stomach

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

1.5.1 1.5.2

Heart

! heart

brain

1.5.2

1.5.4

Stomach

1.5.4

1.5.1 – 1.5.4 – 75

Reproducibles

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

1.5.7

Skeleton (Bones)

1.5.7

76 – 1.5.5 – 1.5.8 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

1.5.5

Lungs

1.5.5

Date: __________________________

Name:

stomach

lungs

muscles

bones

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.5.6

Muscles

1.5.6

1.5.8

________________________________________

Inside My Body

!

heart

brain

1.5.8

Information for Teachers Details from “Eating Well With Canada’s Food Guide” are available at: . “Eating Well With Canada’s Food Guide— First Nations, Inuit and Métis” is available at: . Both of these sites offer a wide variety of resources for use in classrooms. Both food guides identify the four food groups as: ■

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Milk Products (e.g., cheese, milk, yogurt, ice cream) Vegetables and Fruits (e.g., lettuce, apples, carrots, pineapple, fiddleheads) Meat and Alternatives (e.g., beef, chicken, eggs, deer, fish) Grain Products (e.g., bread, cereal, crackers, bannock, wild rice)

21st Century Competencies Character: Students will explore the importance of eating a well-balanced diet to maintain optimal health.

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four Hula-Hoops several copies of “Eating Well With Canada’s Food Guide” and “Eating Well With Canada’s Food Guide—First Nations, Inuit, and Métis” pictures of foods from the different food groups (Collect from flyers, magazines, and online image banks. Be sure to collect foods reflective of diverse cultures, including those featured in the guide for Indigenous peoples. include foods reflective of cultural groups in the classroom and local community.)

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samples of different types of foods from the different food groups tray four food-group labels (Print the name of each food group onto an index card.) scissors glue chart paper markers Activity Sheet: The Food Groups (1.6.1) ledger-size paper (11 in. x 17 in.) paper plates KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate Have students sit in a circle. Ask them what they think they need in order to grow. When food is suggested, put the food (or pictures of food) onto a tray in the centre of the circle. Have students share their background knowledge of healthy food choices. Brainstorm a list of foods that students determine help them to grow and maintain health, and record on chart paper. Discuss students’ favourite foods from the list. Have each student choose three favourite foods, and put a tally mark beside the foods on the chart. Use the data to guide discussion. Ask: ■ ■ ■

Which food is a favourite for most of you? How many students like _____? How many more students like ____ than ____?

This is a good time to encourage the reading and interpretation of data to draw conclusions, as well as to make connections to mathematics. Introduce the guided inquiry question: What do we need to eat to stay healthy?

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6 What Do We Need to Eat to Stay Healthy?

6 Action Place the four Hula-Hoops on the floor. Tell students you are going to use a rule to sort the food, but you are not going to tell them what the rule is. Have each Hula-Hoop represent one of the four food groups. Sort the food, according to food group, one item at a time, into each of the hoops. Ask:

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What is my sorting rule? How do you know? To which food group does everything in the first Hula-Hoop belong? From where do these foods come?

Repeat with each Hula-Hoop until all four food groups have been named. Place each foodgroup label into its respective Hula-Hoop.

Provide an opportunity for students to examine and discuss the two visuals. Encourage them to: ■ ■

After group discussion, have students share their ideas with the class. Ask: ■

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NOTE: Students may not initially use the formal name for each of the food groups. When they have distinguished between each food group, introduce the formal names. You may also need to explain why eggs, beans, and nuts are in the Meats and Alternatives group. Do not worry about introducing the word protein to students at this time. Rather, explain that all foods in this group help our muscles grow strong.

Activity Sheet Directions to students: With a partner, cut out pictures of foods from magazines and grocery-store flyers, and sort the pictures into the four food groups. Glue them onto your activity sheet in the correct box (1.6.1). NOTE: Enlarge the activity sheet onto ledger-size paper to allow more room for pictures. This is a twopage activity sheet.

Divide the class into working groups, and provide each group with a copy of “Eating Well With Canada’s Food Guide” and a copy of “Eating Well With Canada’s Food Guide—First

Ask questions about the visuals. Look for similarities and differences between the guides.

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How are the guides similar to and different from each other? Why do you think that is? What foods are not included in the food guide? (e.g., candy, soft drinks, potato chips) Why do you think these foods are not included? Are there foods you and your family eat that are different from those in the guides? Into which groups would these foods fit?

This discussion allows students to share cultural and family traditions as they relate to foods. NOTE: This is another excellent opportunity to invite family members to the classroom to share food traditions. Also, consider inviting other guests (e.g., Elders, Métis Senators, local restaurant owners) to share their knowledge and expertise.

Assessment for Learning Af L Have students cut out pictures of foods that would make a healthy breakfast, lunch, or supper. Have them glue the pictures onto paper plates. Use the Anecdotal Record sheet, on page 26, to record results.

Consolidate and Debrief ■

Revisit the guided inquiry question: What do we need to eat to stay healthy? As a class,

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Nations, Inuit, and Métis.” Review the titles, and explain that the covers show the kinds of foods we should eat to stay healthy and grow strong.

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have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Set up a kitchen centre in the classroom, complete with dishes and food (plastic food, pictures of food, or food containers such as empty cereal boxes and milk jugs). Have students create healthy “meals” to serve to others at the centre.

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Have students sort their lunch before they eat it. Ask: ■ Do you have something from each food group? ■ Do you have a healthy lunch? ■ How could you have something from each of the four food groups but only eat one or two things? (e.g., ham, cheese, and lettuce sandwich; pizza) ■ What other types of food could you add to your lunch to make it healthier?

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Have students continue their do-it-yourself projects at the Makerspace centre.

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80 – 1.6.1 1.6.1

Name:

_________________________________________

Meats and Alternatives

The Food Groups (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Milk Products

__________________________

1.6.1

Date:

_________________________________________

Grain Products

Name:

The Food Groups Vegtables and Fruits

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Date:

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.6.1

1.6.1

What Do We Know 7 About Our Five Senses? 21st Century Competencies

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Communication: Students will communicate information they have gathered about their senses, and then make a concept map about their senses.

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Indigenous literature related to the senses (e.g., My Five Senses by Terri Mack, Nanabosho books by Joe McLellan) items that relate to the senses (collected by students) KWHL chart (from lesson 1) Pictionary (1.1.1)

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chart paper markers sticky notes (in six different colours) tape scissors popcorn kernels air popper large bowl (to catch popped popcorn) cardboard box with an upside-down question mark recorded on it (When box is inverted, the question mark should be right-side up. Box must be large enough to cover air popper and a large bowl in position to receive popped popcorn when box is inverted.) hand sanitizer (or warm water and hand soap) paper plates or cups (for serving popcorn) Cards: Five Senses (Photocopy, and cut out.) (1.7.1) access to websites with sounds of the ocean. (Go to: and/or ) “How Raven Made the Tides” (A copy of this Tsimshian Pacific Northwest story can be accessed at: .) computer/tablet with Internet access drawing paper drawing supplies (e.g., crayons, markers)

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Activate Before students enter the classroom, make the following preparations: Have the air popper ready to go (with kernels inside) on a table near a power outlet, and put the large bowl in place, ready to catch the popped popcorn. Cover the air popper and bowl with the large cardboard box. If necessary, cut a hole or slit in the box where the electric cord can pass through, but do not plug it in yet. Once students are settled in their seats, explain that they must solve the mystery of what is hidden under the cardboard box. Tell them to pay attention to any clues they notice. Plug in the popper, and allow the kernels to begin to pop. SAFETY NOTE: Be sure to supervise the hot popper at all times. Some students may be noise sensitive, and may need to be reassured that the loud noise they hear is not a danger. Teachers may also tell students to cover their ears or move farther away from the box if they want.

!

Ask students to raise their hands as they begin to notice clues. As they come up with clues, record them on chart paper. Some of the observations from students may be: ■ ■ ■ ■

I hear a fan/loud humming noise. I hear popping. I see a cord coming out of the box. I smell something yummy.

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Materials

7 As students share their observations, ask questions to extend their thinking and the use of their senses. For example, ask: ■ ■

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How often do you hear the popping sound? Is it a regular pattern like a ticking clock? How is it different? How would you describe the smell?

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I see the popcorn coming out. I see the popcorn popper.

Finally, distribute a small squirt of hand sanitizer to each student to clean their hands (or, if a sink is available, allow students to wash their hands). When the popcorn has cooled slightly, give each student a small amount of popcorn on a paper plate or in a paper cup. Ask: ■

How does the popcorn taste?

Record students’ comments on chart paper. As they continue to eat the popcorn, ask: ■ ■

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Is the popcorn warm? How do you know? Which parts of your body do you use to feel the popcorn? (hands/fingers, tongue, mouth) What does the popcorn look like? How do you know? Which part of your body do you use to see the popcorn? Has the popcorn changed since before it was put into the popper? What does popcorn taste like? How do you know that? What parts of your body taste the popcorn? (mouth and tongue) What did the popcorn sound like when it was in the popper? Which part of your body do you use to hear the popcorn popping?

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How did you know there was a popcorn popper hidden under the box? What does popcorn smell like? Which part of your body do you use to smell the popcorn?

Have students share their responses. Ask: ■

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How did you figure out what was hidden under the box? Which parts of your body helped you with the clues? What do you know about your body’s senses? Which parts of the body do you use for each of your five senses?

The answers you get may vary. Part of this lesson will require teachers to build from students’ experiences and prior knowledge. Some students may have a considerable amount of background knowledge. Introduce the guided inquiry question: What do we know about our five senses?

Action: Part One Divide the class into five groups, and give each group one of the Five Senses cards (1.7.1). Next, distribute sticky notes to each group (make sure each group has a different colour). On the sticky notes, have students in each group record what they know about the sense shown on their card. Tell students that they may draw what they know or record their ideas in words. Once the groups have spent some time brainstorming together and recording their ideas, use the sticky notes with students’ ideas to construct a concept map. On a sheet of chart paper, record the title “The Senses” in the middle, and circle it. With tape, affix the Five Senses cards around the title (see page 83).

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Now, uncover the popper and bowl, and allow students to observe the popcorn coming out of the air popper. Students may add more observations now such as:

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7 What questions do you have about your senses? What more would you like to learn about each one?

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Record students’ questions on the sixth colour of sticky note, and tape the questions on the concept map, as in the following example:

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If students have not been to the ocean, have them access prior knowledge about oceans to predict what the environment might smell like, look like, feel like, sound like, and taste like. As a class, you could also search online for sounds of the ocean, for those who have never been. For example: ■

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Smell

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Sight

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The Senses ?

Taste Hearing

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Touch

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?

Refer to the concept map during the next few lessons related to the senses. Answers to students’ questions may also be added to the concept map as they gather new information and acquire new knowledge.

Action: Part Two Ask students: ■ ■ ■ ■

Have you ever been to the ocean? What did you see there? What did you smell there? What could you hear there?

What could you feel there? Did you taste anything from the ocean?

mynoise.net/NoiseMachines/ oceanNoiseGenerator.php www.soundsnap.com/tags/seagulls

Now, read the Tsimshian Pacific Northwest traditional story “How Raven Made the Tides” to students. As you read the story, ask students to close their eyes and visualize what is happening. Stop periodically for students to share or to explain words they may not understand. Once you have finished reading the story, have students share any last details about what they experienced when they were visualizing. Record what students share on chart paper, keeping separate their contributions to each of the five senses. Distribute drawing paper and supplies, and have each student draw a picture of what he or she visualized, making sure each includes all five senses. Explore other examples of Indigenous literature that relate to the five senses. For example: ■

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My Five Senses by Terri Mack. This story provides an Indigenous context to the topic of the five senses Nanabosho books by Joe McLellan. Have students draw pictures or write stories about the ways that Indigenous peoples used their five senses to survive and thrive on the land and in nature.

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Have students sort the sticky notes on the concept map according to senses, and draw a circle around each set of sticky notes. Ask:

7 Action: Part Three Have students collect items from the classroom and from home that relate to the five senses. Encourage students to collect/ bring in items from their own cultures, as well as noncultural items. Display all items at a “senses centre,” grouped by sense. Examples may include the following: ■ Sight: Photographs; artwork (Indigenous, other Canadian/local, or other multicultural)—for example, Métis beadwork, locally made jewellery, Ukrainian painted eggs (pysanky), Inuit sculpture, porcelain pot from China; cultural artifacts (or pictures of these)—for example, smudging supplies (Indigenous), chopsticks (Japan), animal hide (Indigenous), Indian sari (India), arrowhead (Indigenous). ■ Hearing: Recorded music and/ or instruments, both Canadian and multicultural—for example, African drum or djembe, Indigenous flute, didjeridu (Australia); recorded sounds (visit Universal Soundbank at for royalty-free sounds including animals, vehicles, machines, laughter, instruments, and more); language recordings. ■ Smell: Spices (e.g., curry, cumin, saffron); perfume, lotions, scented candles, potpourri; pine needles, sage, cedar, sweet grass; pictures of animals, a barn, an indoor pool, or other places where potent smells can be experienced). ■ Touch: Fun fur, animal fur/hide samples, feathers; bark, sand, or sandpaper; swatch of satin, silk, or wool; multicultural crafts (e.g., weaving, beading, embroidery); plants from other countries (e.g., cacti, palm trees, bonsai).

Taste: Pictures of various foods with five basic tastes—for example, sour: lemon; bitter: coffee; sweet: candy; salty: pretzels; savoury: cheeseburger; pictures or samples of foods from different cultures—for example, bannock or blueberries (Indigenous), wontons (China), lamb shawarma (Eastern Mediterranean); perogies (Poland/Ukraine).

SAFETY NOTE: Be aware of any student allergies before bringing any scented objects or food samples into the classroom for tasting, smelling, or even viewing.

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Consolidate and Debrief ■

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Revisit the guided inquiry question: What do we know about our five senses? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Have students reflect (orally, written, or in drawings) on how they use their five senses to have a respectful relationship with nature. For example: ■ Sight: See and observe trees, flowers, and animals in their environment; watch rain or snow fall or the trees move in the wind.

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7 Smell: Smell flowers, pine cones, rain, herbs growing in a garden. ■ Hearing: Listen to wind blowing, rain falling, “crunch” sound of walking on dried leaves. ■ Touch: Use touch to feel tree bark, grass, leaves, and even rain, snow, and ice. ■ Taste: Taste wild rice, local fish, a variety of berries, or garden vegetables. Remind students they use their senses on a daily basis to receive gifts from nature, which help them to grow and be healthy. ■

Access the interactive activity, Good Sense!, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Needs and Characteristics of Living Things

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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! Hearing

86 – 1.7.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles 1.7.1

Five Senses

! Sight

1.7.1

1.7.1

Five Senses (continued)

! Smell

1.7.1

! Taste Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.7.1

Five Senses (continued)

! Touch

1.7.1

Which Body Part Is Related 8 to Each of the Five Senses? Communication: Students will communicate through speaking, listening, reading, writing, and representing.

Materials ■ ■ ■ ■ ■ ■ ■

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scissors glue student journals writing paper pencils audio-recording device Activity Sheet: What I Like to Do With My Senses (1.8.1) concept map (from lesson 7) computer/tablet with Internet access Abenaki Northeast Woodlands story, “The Coming of Gluscabi” (Go to: .) Learning-Centre Task Card: Which Sense Goes With Which Part of the Body? (1.8.2) Lyrics: The Five Senses Song (1.8.3) Learning-Centre Activity Sheet: The Five Senses Song (1.8.4) KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate Refer to the concept map created in the previous lesson. Ask students: ■

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What did you learn about during our last science and technology class? What do you know about your five senses? How did you use your senses with the popcorn popper?

Have students discuss the ways they used their senses when the popcorn was being made.

Introduce the guided inquiry question: Which body part is related to each of the five senses?

Action: Part One Ask students: ■

When you used your five senses during the popcorn activity, what part of your body did you use to smell? To touch? To taste? To see? To hear?

Have students point to the area(s) or part(s) on their body they used for each sense. Tell students they are going to play a variation of “Simon Says.” Have students stand, and ask them to respond to your directions related to the five senses (but only when you say, “Simon says” before the direction). For example: ■

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Simon says: “Point to the part of your body that you use to smell flowers.” Simon says: “Point to the part of your body that helps you hear O Canada.” Simon says: “Point to the part(s) of your body with which you taste the sweetness of ice cream.” Simon says: “Point to the part(s) of your body with which you can touch and feel the softness of an animal’s fur.”

Distribute a copy of Activity Sheet: What I Like to Do With My Senses (1.8.1) to each student, and have students complete it. Activity Sheet Directions to students: For each of your senses, draw a picture that shows something you like to do that uses that sense. For example: I touch with my (hands). I like to touch my dog’s soft fur (1.8.1).

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

21st Century Competencies

8 Action: Part Two

L LB

Take students outdoors (weather permitting) to a natural habitat (garden, local forest, or a park). Once you are surrounded by nature, have students sit down. Ask: ■

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Which of your senses are you using right now as we enjoy nature? Which body parts do you connect to each of those senses?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Have students share their ideas. Read the Abenaki Northeast Woodlands story “The Coming of Gluscabi.” (See: .)

Consolidate and Debrief ■

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After listening to the story, have students share their thoughts on the following questions: ■

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Which of your senses did you use or imagine using while listening to the story? What sense do you think the characters used in the story?

Enhance ■

Back in the classroom, students can draw a picture based on their interpretation of the story and what senses the characters used.

Learning Centre

R M-

At the learning centre, supply paper, pencils, an audio-recording device, a copy of LearningCentre Task Card: Which Sense Goes With Which Part of the Body? (1.8.2), and copies of Lyrics: The Five Senses Song (1.8.3) and Learning-Centre Activity Sheet: The Five Senses Song (1.8.4).

Use visualization to give students new experiences, and ask how they might use their senses to observe an environment. This use of visualization is a powerful way to embed new information. For example: ■ If you were out hiking in the woods and you stopped by a stream, how could you use your senses to observe that site? (e.g., use ears to hear the running water and the birds singing, use nose to smell the damp moss) Provide students with several other visualization sites to explore in their minds (e.g., on a ship at sea, on a bus in the city, or even on a moon buggy on the moon). Note that the last example (on the moon) also presents an opportunity for discussion about ways we must protect our senses.

In working groups, have students create verses for a song about the senses and then record their song. The lyrics (1.8.3) are included for students to use as an example. ■

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Revisit the guided inquiry question: Which body part is related to each of the five senses? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words to the class word wall, as well as illustrations, examples, and the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Have students continue their do-it-yourself projects at the Makerspace centre.

Hands-On Science and Technology for Ontario

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.8.2

Date:

__________________________

Name:

R M-

________________________________________

Which Sense Goes With Which Part of the Body?

What I Like to Do With My Senses I see with my

Learning Centre

1. Read “The Five Senses Song.” It is a song about how different body parts are related to the five senses.

I like to see

2. Sing the song together in your group. 3. Write another verse for the song. You can do this by changing the things that you see, hear, taste, smell, and touch.

I smell with my

I like to smell

I taste with my

I like to taste

I touch with my

I like to touch

4. Record your song. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

I like to hear Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

I hear with my

1.8.2

1.8.1

1.8.3

1.8.4

Date:

Lyrics: The Five Senses Song

__________________________

Name:

________________________________________

The Five Senses Song

( Tune: The Farmer in the Dell)

Oh, I use my eyes to see, I use my eyes to see,

Oh, I use my eyes to see, I use my eyes to see,

When I want to see the ____________________________________,

When I want to see the blue, blue sky,

I use my eyes to see!

I use my eyes to see!

I use my ears to hear!

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

When I want to hear the ___________________________________,

When I want to hear the robin’s song, I use my ears to hear! Oh, I use my tongue to taste, and I use my mouth to taste, When I want to taste a lollipop, I use my tongue and mouth to taste! Oh, I use my nose to smell, I use my nose to smell, When I want to smell the sweetest rose, I use my nose to smell! Oh, I use my hands to touch, and I use my skin to touch, When I want to touch my dog’s soft fur, I use my hands and skin to touch! Song adapted from Not Just Cute website: . 1.8.3

Oh, I use my tongue to taste, and I use my mouth to taste, When I want to taste _______________________________________, I use my tongue and mouth to taste! Oh, I use my nose to smell, I use my nose to smell, When I want to smell ______________________________________, I use my nose to smell! Oh, I use my hands to touch, and I use my skin to touch, When I want to touch ______________________________________, I use my hands and skin to touch!

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Oh, I use my ears to hear, I use my ears to hear, Oh, I use my ears to hear, I use my ears to hear,

1.8.4

1.8.1 – 1.8.4 – 89

Reproducibles

1.8.1

How Do Our Senses Protect Us, and 9 How Can We Protect Our Senses? 21st Century Competencies Creativity: Students will design a prototype of a device to protect one of their senses.

Materials ■

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Activate Discuss with students how our senses can protect us. Use Picture Cards: How Our Senses Protect Us (1.9.1) to support the discussion.

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Describe the picture (e.g., smoke from a house fire). Ask how our senses can help us stay safe from something like a fire (e.g., we might smell the smoke, see where the flames are coming from, feel the heat around a door, even hear the crackle of the fire). Discuss the types of tools we use to help our senses (e.g., smoke detector in a house, thermometer to test the temperature of a baby’s food or bath, baby monitor so that a crying baby can be heard from another room, motion detector lights to signal a person or animal moving in the yard).

Introduce the guided inquiry question: How do our senses protect us, and how can we protect our senses?

Action: Part One Display the pictures of people on the job. Have students identify each of the occupations. Now, have students recall each of the five senses. Ask them to sort the pictures into five groups using the following rule: the single most important sense you need for each job. Although more than one of the senses is important for each job, have students identify and agree on the most important sense for each one (e.g., sight for a hockey player). Once all pictures have been sorted into the five senses, discuss the importance of protecting the body and each of the senses. Select one picture (e.g., hockey player). Ask: ■

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What would happen if a hockey player lost their sense of sight? How can a hockey player protect their sight? (wear a helmet with a visor)

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Picture Cards: How Our Senses Protect Us (Cut out each card, and project.) (1.9.1) scissors projector recycled items (e.g., paper-towel/toiletpaper rolls, plastic containers and bottles, cardboard boxes) concept map (from lesson 7) glue pictures of people on the job (e.g., construction worker, chef, hockey player, musician) from college/university brochures, magazines, newspapers, flyers, and so on chart paper markers safety equipment (e.g., goggles, construction helmets, work boots, work gloves, ear protectors, oven mitts) protective sports equipment (e.g., hockey helmet and visor, padding, mouth guard) Activity Sheet A: What Can I Design to Help Protect a Person’s Eyes and Sense of Sight? (1.9.2) Activity Sheet B: Protecting the Senses (1.9.3) ledger-size paper (11 in. x 17 in.) Learning-Centre Task Card: How Do We Protect Our Senses? (1.9.4) KWHL chart (from lesson 1) Pictionary (1.1.1)

For each card:

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9 As a class, look at each of the pictures. Discuss the consequences of losing a sense, and what can be used to protect each one of the senses.

Action: Part Two

S TP

Tell students they are going to design and construct something to help protect their eyes and their sense of sight. Ask: ■

What do people use sometimes to protect their eyes and their sense of sight?

Brainstorm a list (e.g., sunglasses, visors, hats, construction goggles, swimming goggles). Record students’ ideas on chart paper. Explain to students that the aids they are going to design and construct may be based on something that already exists, such as those items on the list, or they can invent a new item. Students must use recycled materials to create their aids. NOTE: This is a good opportunity to remind students about the importance of reusing objects, when possible, that were going to be thrown away.

Ask students: ■

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What kinds of aids are you interested in making? How could you make this/these?

Discuss ideas and materials with students. As a class, identify and record criteria for the aids. For example: ■

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The designed object (aid) helps a person protect their eyes and sense of sight. The object is made of recycled/reused materials. I can explain how the object is helpful. I can demonstrate how to use the object.

Provide each student with a copy of Activity Sheet A: What Can I Design to Help Protect a Person’s Eyes and Sense of Sight? (1.9.2). Have students use the activity sheet to plan and design their aid. Guide them as they design their object, collect building materials, construct their object, and evaluate the finished product. Provide each student with an opportunity to present and demonstrate their aid to the rest of the class. Activity Sheet A Directions to students: Fill in the activity sheet as you plan, design, and build your aid. After completion, answer the questions to help you evaluate your aid to protect the eyes and sense of sight (1.9.2). NOTE: This is a two-page activity sheet.

Assessment of Learning AoL Have students orally present their design projects. Use the criteria identified as a class to evaluate students’ projects. Record these criteria and assessment results on the Rubric, on page 36.

Action: Part Three Distribute a copy of Activity Sheet B: Protecting the Senses (1.9.3) to each student. Also, provide magazines or newspaper flyers and college/ university brochures that show people on the job, as well as glue and scissors. Have students cut out pictures of items used to protect the senses, sort the pictures, and glue the pictures onto their activity sheet in the correct boxes. NOTE: Enlarge the activity sheet to ledger size to provide students with enough space for gluing pictures.

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9 Activity Sheet B Directions to students: Cut out pictures of items that are used to protect each of your senses. Sort your pictures into groups according to the sense that they protect, and glue the pictures into the correct boxes (1.9.3).

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Learning Centre

TER IN

At the learning centre, display items such as a pair of safety goggles, construction helmet, ear protectors, work gloves, work boots, oven mitts or potholders, and a variety of protective sports equipment, along with a copy of Learning-Centre Task Card: How Do We Protect Our Senses? (1.9.4). In small groups, have students demonstrate how to properly use the protective gear.

Consolidate and Debrief ■

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Revisit the guided inquiry question: How do our senses protect us, and how can we protect our senses? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words to the class word wall, as well as illustrations, examples, and the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Assessment for Learning Af L Through observation, discussion, and individual conferencing, determine if students are aware of ways to protect their senses. Review each student’s completed Activity Sheet B. Have students explain the items they have selected, why they selected these items, and which sense each item protects. Consider informally observing students’ transference of their learning from this lesson to everyday situations. Do they dress appropriately when they go outside at recess? For what activities do they wear protective gear (e.g., bicycle helmet, protective hockey gear, skateboarding helmet and elbow/knee pads)? Use the Individual Student Observations sheet, on page 27, to record results.

Enhance ■

Provide an opportunity for students to learn about the successes and challenges of persons with disabilities that affect their senses, such as people who may be blind (or have limited sight) or are deaf/ hard of hearing: ■ Contact local organizations for information and guest speakers. ■ Provide samples of Braille for students to examine and touch. ■ Display posters of American Sign Language, and encourage students to learn to sign the alphabet.

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Have students continue their do-it-yourself projects at the Makerspace centre.

Hands-On Science and Technology for Ontario

•

Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.9.2

Date:

How Our Senses Protect Us

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Name:

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What Can I Design to Help Protect a Person’s Eyes and Sense of Sight? 1. Identify a need. ■■

What do I want to design? _____________________________

__________________________________________________________ ■■

How would this help someone? ________________________

__________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. Draw and label your design.

4. List the materials you will need to construct your aid. ____________________________

__________________________

____________________________

__________________________

____________________________

__________________________

____________________________

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

2. Make a plan.

1.9.2

1.9.1

1.9.2

1.9.3

Date:

__________________________

Name:

Date:

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__________________________

Name:

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Protecting the Senses

What Can I Design to Help Protect a Person’s Eyes and Sense of Sight? (continued) 5. Build it! Draw and label your final product.

sight

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Were you able to build what you planned? _____________

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How would your item help someone protect their eyes and sense of sight?

___________________________________________________________ ___________________________________________________________ ■■

If you could design and build this item again, how might you improve it?

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 1.9.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

6. Evaluate your design.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

hearing

smell

taste

touch

1.9.3

1.9.1 – 1.9.3 – 93

Reproducibles

1.9.1

1.9.4

TER IN

Learning Centre

How Do We Protect Our Senses? It is very important to protect your senses! Wearing the correct protective gear during certain activities and tasks helps to prevent injury to one of your senses. 1. Work with your group to prepare a demonstration of how to use some of the gear at this centre to protect your senses. 2. Pretend that you are showing someone who has never seen this gear before how to use it. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.9.4

94 – 1.9.4

10 What Are the Needs of Living Things? All living things require food, water, air, and space in order to survive. In this lesson, students will explore the needs of plants, humans, and other animals. It is essential that students do not see themselves (as humans) in a category distinct from other animals. Ensure students understand that humans are animals.

21st Century Competencies Critical Thinking and Collaboration: Students will work in small groups to compare and contrast the needs of living things.

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pictures of plants (enough for one third of the class) pictures of humans (enough for one third of the class) pictures of other animals (enough for one third of the class) chart paper markers computers/tablets with Internet access resources about plants and animals (e.g., picture books, suitable bookmarked Internet sites) Indigenous stories (See the book, Keepers of Life by Michael Caduto and Joseph Bruchac, or go to: ; ; .) video, “The Needs of a Plant,” at: plant samples video-recording device variety of stuffed animals Activity Sheet: What Do Living Things Need? (1.10.1)

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Learning-Centre Task Card: What I Have Learned About Taking Care of a Living Thing (1.10.2) KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate As a class, share stories about animals in their environment. Begin with Indigenous peoples’ stories that reflect their understanding of the relationship between nature and living things. If possible, invite a local Elder or Métis Senator to share these stories, with a focus on the needs of plants and animals for survival. Local Indigenous stories may also be shared from videos, books, and websites, such as: ■

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Keepers of Life by Joseph Bruchac and Michael J. Caduto https://www.youtube.com/ watch?v=Etn92Ms8plo The Ojibway Creation Story (Ningwakwe Learning Press, 2011)

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www.native-languages.org/algonquinlegends.htm Algonquin Legends, Myths, and Stories

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www.firstpeople.us/FP-Html-Legends/ Legends-IL.html Iroquois (Haudenosaunee) Legends

Introduce the guided inquiry question: What are the needs of living things?

Action: Part One Explain to students that they are each going to receive a picture of a living thing. Their job is to look at the picture and determine what the plant, human, or other animal in the picture needs in order to survive. Distribute the pictures (plants, animals, humans) to students, and give them time to think about what their living thing needs in order to live.

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Information for Teachers

Once students have had time to think on their own, gather students together, and have a group discussion about some of the things their living things need to survive.

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Divide the class into groups of three students: one with a picture of a human, one with a picture of a non-human animal, and one with a picture of a plant. Have students compare and contrast the needs of the living things in their pictures. Teachers may consider assigning one student in each group to be the recorder for the group.

Have students review picture books or visit suitable bookmarked Internet sites to look for various examples of living things to use in their booklets. They can also view the video, “The Needs of a Plant” at: .

Have students gather together as a class. Ask: ■

What does your living thing need to stay alive?

Record students’ responses on chart paper in three columns: “Humans,” “Other Animals,” and “Plants.” Then, ask students: ■

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Do you see any needs that are the same for plants and animals (or for humans and other animals, or for plants and humans)? Do you see any needs that are different? How do humans, other animals, and plants get water? How do humans, other animals, and plants get food?

Discuss the diverse ways that living things meet their needs.
 NOTE: Students may not be familiar with how plants get food, but the discussion here can focus on the fact that they do not eat in the same way that animals do.

Action: Part Two Distribute two copies of Activity Sheet: What Do Living Things Need? (1.10.1) to each student. Model the completion of the booklet by having students share ideas and recording their sentences on chart paper. For example:

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Living things need food. Here is a robin eating a worm. Living things need water. Here is a tree getting water from rain.

Once students have completed the sheets, have them bind the pages together in a class book and design a cover page. Activity Sheet Directions to students: Complete two pages for a class picture book. On the sheets, show what you learned about the needs of living things. Finish each sentence, and draw a picture to go with it (1.10.1).

Learning Centre

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At the learning centre, supply a variety of examples of living things humans might care for (e.g., pets, house plants, farm animals, garden plants). Include pictures of living things, plant samples, and even stuffed animals, a videorecording device, and a copy of Learning-Centre Task Card: What I Have Learned About Taking Care of a Living Thing (1.10.2). Have groups of students select one living thing from the collection and brainstorm how they would care for it. Have them make a video with instructions for caring for this living thing.

Consolidate and Debrief ■

Revisit the guided inquiry question: What are the needs of living things? Have students share their knowledge, provide examples, and ask further inquiry questions.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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10

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Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, including need, and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms, including need, and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Assessment of Learning AoL Conference with students individually. Have them share their activity sheet and learning-centre experiences with you (invite students to bring the stuffed animal or live plant they examined at the learning centre). Have them explain what all animals need to live and stay healthy. They can use their work samples, class discussion ideas, and learning-centre experiences to share their learning. Record observations on the Individual Student Observations sheet, on page 27.

the responsibility of caring for and looking after the needs of the animal. Creating and following a schedule will also help to prevent overfeeding of the animal. Set guidelines for visiting the animal centre (e.g., how many students can be there at the same time, for how long). Teachers are encouraged to restrict students from visiting the centre without some form of supervision. NOTE: Choosing your class pet: Many animals are suitable for the classroom environment. Fish are easily cared for, and a fish tank provides an excellent observation centre. Guinea pigs are large enough to handle, not fast enough to scurry away, and usually very gentle and affectionate. You may also choose to have guest pets visit the classroom each month (e.g., bird, rabbit, gerbil, snake). Doing so introduces students to a variety of animals.

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SAFETY NOTE: Consider any student allergies before selecting a classroom animal for your students to take care of.

Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

Select a class pet for students to look after. Stress the importance of proper care and handling of the pet. With students, research information about the animal. Discuss the animal’s needs prior to its arrival, and record these on chart paper. Based on the research, have students plan a home for the pet. Display care guidelines close to the location of the pet’s home (e.g., aquarium) where all students can see them. Discuss ways to ensure all the pet’s daily needs will be met. When students are ready to care for the pet, introduce the animal to them. Choose a name for the animal. Create a responsibility schedule so that all students experience

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1.10.1

1.10.2

Date:

__________________________

Name:

TER IN

________________________________________

Learning Centre

What I Have Learned About Taking Care of a Living Thing

What Do Living Things Need?

1. Look at all of the examples of living things. Living things need: _____________________________________ .

2. With your group, brainstorm ideas about what the living things at this centre would need to survive.

Here is a: _______________________________________________ .

Living things need: _____________________________________ .

Here is a: _______________________________________________ . 1.10.1

98 – 1.10.1 – 1.10.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. In your group, choose one living thing, and make a video to show how you would care for this living thing.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.10.2

How Do Animals Meet Their 11 Needs in Their Local Environments? Creativity: Students will design and build a diorama showing how animals in a specific environment meet their needs.

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Image Bank: Local Indigenous Art (see Appendix, page 311) projection device chart paper markers index cards Scotch tape or masking tape several books depicting local animals and their habitats, their environments, and the impact of humans resources about animals (e.g.,

and/or ) Plasticine or play dough (in colours of various local animals) natural materials (e.g., twigs, rocks, grass, leaves) crayons shoeboxes (one for each student) poster paper art supplies (e.g., paint, paintbrushes) Activity Sheet: Animal Environments (1.11.1) Learning-Centre Task Card: How Can Humans Help the Environment in Which Animals Live? (1.11.2) KWHL chart (from lesson 1) Pictionary (1.1.1)

NOTE: For this lesson, you will need a shoebox for each student. Teachers are encouraged to send a letter home with students at least one week in advance to request help collecting the shoeboxes.

Activate Use Image Bank: Local Indigenous Art to inspire discussion of animals. Project each piece of art.

Provide students with background information about the artwork, and have them share their observations about the animals, shapes, objects, and colours depicted in the art. Continue this process for each piece of art. As a class, record a list of all of the animals depicted in these pieces of art. For each animal, have students share their background knowledge about where the animal lives, what it eats, and any other information they wish to share. Students may also share personal stories about experiences with these animals (e.g., camping/fishing/canoe trips, visits to the zoo). Introduce the guided inquiry question: How do animals meet their needs in their local environments?

Action: Part One Have students brainstorm a list of animals they have seen or that they know live in your province/territory. Record the name of each animal on an index card. (Teachers may also wish to sketch a simple drawing of each animal on the card to assist students with the reading.) NOTE: Encourage students to include animals that live in northern Ontario (e.g., polar bears, seals, whales). Also, recognize that the range of habitats found in the vast area of the province supports many animals we may not immediately realize live in our area. For example, some animals found in Ontario include: Arctic fox, bald eagle, beaver, bee, Canada goose, Canada lynx, caribou, common garter snake, common mudpuppy, Eastern chipmunk, fisher, flying squirrel, great blue heron, grasshopper, ladybug, moose, mosquito, Pacific loon, peregrine falcon, polar bear, porcupine, raccoon, red fox, red-headed woodpecker, snowy owl, striped skunk, tundra swan, wasp, white-tailed deer, wolf, wolverine, and wood frog. The Animal Facts page of the Canadian Geographic website () offers useful information about a variety of animals in Canada, searchable by species or by region.

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21st Century Competencies

11

Explain that an animal’s surroundings are its environment. Encourage students to use the term environment as they describe where various animals live. They can do this by using sentence starters such as: ■

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The environment a deer lives in is a _______. (forest) The environment a polar bear lives in is on ______. (ice floes)

Challenge students to sort the animals into their different environments by attaching the index cards with animal names onto the chart in the correct columns. It will likely be necessary to duplicate some of the animal cards, since some animals, such as the sparrow, can be found in many different environments.

Action: Part Two

S TP

Explain to students they will each have an opportunity to create a model/diorama of a place (environment or habitat) where a local animal lives. Have each student select an animal from the list on the chart and create their animals from Plasticine. Next, as a class, identify criteria for the design and construction of students’ model environments. For example, the diorama should include: ■

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model of the animal with accurate characteristics (e.g., colour, number of legs) features that show how the animal gets food

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features that show how the animal gets water features that show how the animal finds shelter

Record these criteria on chart paper for students to refer to while creating their model environments. NOTE: When students start working on their activity sheets, have them record these criteria onto their activity sheets so they can refer to them during the technological problem-solving process. Teachers are also encouraged to use the term criteria during this process and throughout the unit.

Give students time to plan the design for their animal’s environment. Tell them they will be using shoeboxes to make their dioramas. Give them opportunities to view books and related websites and to collect all the materials they will need for their model environment. It may take several days for students to plan, research, design, and collect materials for their model environments. Give each student a copy of Activity Sheet: Animal Environments (1.11.1), and have students use it for this planning process. Before they begin building their dioramas, have students share their plans with classmates and the teacher to get feedback. Give students enough time to build their model animal environments. Once they have completed their dioramas, plan a special celebration of learning where students can present their designs to the class. Provide lots of opportunities for students to ask questions and other feedback during these presentations. Activity Sheet Directions to students: Print your animal’s name on the activity sheet, and draw a picture of the animal. Record the criteria for your model environment. Draw a picture of your plan for your model. Draw

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Discuss more specifically where each animal listed can live (e.g., city, forest, prairie field, lake, pond, marsh). Divide a sheet of chart paper into several columns, printing the name of one type of environment at the top of each column. Have students describe each environment, and record these details under each heading (e.g., a forest has lots of trees, grass, rocks, streams).

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11 Consolidate and Debrief ■

NOTE: This is a two-page activity sheet.

Assessment of Learning AoL Record the criteria developed by students for their model environments on the Rubric, on page 36. During presentations, observe students as they describe their models and identify how the animal meets its needs in this environment (how it accesses food, water, oxygen, and shelter). Record results on the Rubric. Assessment as Learning AaL Have students reflect on their learning from the lesson and their use of the technological problem-solving skills by completing the Student Self-Assessment sheet, on page 31.

Learning Centre

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Revisit the guided inquiry question: How do animals meet their needs in their local environments? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

S

At the learning centre, display students’ animal environment dioramas. Provide a copy of Learning-Centre Task Card: How Can Humans Help the Environment in Which Animals Live? (1.11.2); resources related to animals, their environments, and human impact; poster paper; and art supplies. Have students read about ways human behaviours affect/have affected the environment of this animal (e.g., building cities, roads, and hydroelectric dams; farming, mining, and logging). Have students each make a poster to show how they would improve the environment for their animal. NOTE: Prior to this activity, you may want to, as a class, read about how humans have affected the dragonfly. Go to: .

Enhance ■

Have students research clan symbols based on animals. Many First Nations were divided into doodem (clans), which were named for animal totems. This served as a system of government, as well as a means of dividing labour. For example, the Anishinaabe people were divided into a number of clans named for animal totems (symbols). The main totems are Crane, Fish, Loon, Bear, Marten, Deer/ Hoof, and Bird.

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Learn about animal stories from cultures that reflect the cultural diversity of your class. Have students or their family members share traditional stories, or access relevant stories from around the world both online and through children’s books.

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pictures and print words to describe the things you will need to construct the environment (1.11.1).

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

11 ■

Explore animal stories from other cultures so that students connect the animal and the country from which the animal and the story originate. “How Kangaroo Got His Tail,” is based on an Australian Aboriginal story, and can be found online (). Explore other stories accessible on the same site.

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Access the interactive activity, What Do Animals Need to Stay Alive?, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.11.1

__________________________

Name:

Date:

________________________________________

Animal Environments

__________________________

Name:

________________________________________

Animal Environments (continued) 3. My plan for my model environment:

2. Criteria for my model environment: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

1. My animal is ___________________________________________.

1.11.1

4. Materials I will need to construct my model: _________________

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_________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Date:

1.11.1

1.11.2

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Learning Centre

How Can Humans Help the Environment in Which Animals Live? 1. Now that you have created an environment that an animal lives in, think about the ways humans affect the environments that animals live in. ■■

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What ways are humans helpful to animal environments? What ways are humans harmful to animal environments?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

2. Plan one thing you could do to make the environment better for your animal. 3. Make a poster to show how you would improve the environment for your animal.

1.11.2

1.11.1 – 1.11.2 – 103

Reproducibles

1.11.1

What Do Plants Need to 12 Stay Alive and Healthy? 21st Century Competencies Critical Thinking: Students will make predictions and observe plants growing in different conditions to understand the basic needs of plants.

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Activate Show students the various plants and parts of plants. Have them examine and discuss the various plants and plant parts, using their observation skills to describe and identify any that they know. Ask: ■

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What do you already know about what plants need to live? What are some things you still want to know about keeping a plant alive?

Introduce the guided inquiry question: What do plants need to stay alive and healthy?

Action: Part One Show students two of the plants of the same size and species. Establish that the plants are roughly the same. Measure the heights of the plants, and record on chart paper. Take photos of the two plants, and label them A and B. Ask: ■

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What do you think will happen if we put plant A inside a dark box but still give it water? What do you think will happen if we put plant B in the sunlight and give it water?

Record students’ predictions on a sheet of chart paper, as in the chart below: Plant

What We Predict Will Happen

What Actually Happened

Plant A Plant B

Test students’ predictions over a period of weeks. Keep a record of how the plants are doing. Distribute a copy of Recording Sheet: Observing Plants (1.12.1) to each student. Assign each student either plant A or plant B, and have students observe the plant and record their observations over several weeks.

Action: Part Two Show students the two other plants that are the same size and species as plants A and B. Establish that the two plants are roughly the same. Measure the heights of the plants, and record on chart paper. Take photos of the two plants, and label them plant C and plant D.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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variety of plants for observation parts of plants (e.g., pine cones, leaves, sticks, seeds [e.g., sunflower, apple], fruit, roots, flower) four plants of the same size and species ruler or tape measure chart paper markers clipboards digital camera cardboard box magnifying glasses drawing paper pencils crayons Recording Sheet: Observing Plants (1.12.1) Activity Sheet: What Do Plants Need to Stay Alive and Healthy? (1.12.2) Learning-Centre Task Card: How Do We Keep Plants Alive and Healthy? (1.12.3) KHWL chart (from lesson 1) Pictionary (1.1.1)

Encourage students to try and answer each other’s questions about plants.

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What do you think will happen if we put plant C in the sunlight but give it no water? What do you think will happen if we put plant D inside a dark box and do not give it water?

Record students’ predictions on a piece of chart paper, again in chart format: Plant

What We Predict Will Happen

What Actually Happened

Also, use a digital camera to capture images for use back in the classroom.

Learning Centre

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At the learning centre, display a variety of plants, and provide magnifying glasses, drawing paper, pencils, and crayons, along with a copy of Learning-Centre Task Card: How Do We Keep Plants Alive and Healthy? (1.12.3).

Plant C

Have students observe, compare, and contrast the plants, and review what plants need to stay alive and healthy.

Plant D

Consolidate and Debrief

Test students’ predictions over a period of weeks. Keep a record of how the plants are doing. Distribute a new copy of Recording Sheet: Observing Plants (1.12.1) to each student. Assign either plant C or plant D to each student to observe. Over several weeks, have students observe the two plants they have been assigned and record their observations. Distribute a copy of Activity Sheet: What Do Plants Need to Stay Alive and Healthy? (1.12.2) to each student to complete. Activity Sheet Directions to students: Complete the sheet to show what you have learned about caring for plants (1.12.2).

Action: Part Three

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Take students on a walk to a natural area (e.g., park or forest) in the community. Have students observe and identify plants and explore the ways that these plants survive in the natural environment. Focus on the plants’ needs for air, water, sunlight, and space to grow and thrive. Provide students with clipboards, pencils, and drawing paper. Have them draw and label diagrams of various plants they see on the walk.

Revisit the guided inquiry question: What do plants need to stay alive and healthy? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

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Create a class “How-to” book about how to take care of a plant, an animal, or a human. Collect and bind student work, and display it in the class library. This activity also gives students an opportunity to use desktop publishing or other software programs (e.g., Comic Life or Kidspiration) to publish work.

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Ask students:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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As a class, walk around your community, and observe various types of plants during different seasons so changes can be discussed. Have students take notepads with them so they can draw or record their observations.

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Take a guided tour of a nursery, greenhouse, nature centre, or park.

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To further study the patterns on leaves, have students use the leaves for making leaf prints with paints.

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Access the interactive activity, Looking at Plants, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.12.2

Date:

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Name:

Date:

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Name:

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Observing Plants

What Do Plants Need to Stay Alive and Healthy?

Plant ______________________________

My plant needs _____________________________________________

Date

______________________________________________________________

Observations

______________________________________________________________ ______________________________________________________________

1.12.1

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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1.12.2

1.12.3

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Learning Centre

How Do We Keep Plants Alive and Healthy? 1. Look at the plants at this centre. ■■

What do you notice about them?

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What is the same about all of the plants?

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What is different?

3. Draw a picture of one of the plants, and label the parts of the plant that you know. On your picture, list the things the plant needs to stay healthy.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

2. Think about the things a plant needs to stay healthy.

1.12.3

1.12.1 – 1.12.3 – 107

Reproducibles

1.12.1

How Do Plants and Animals Work 13 Together in the Environment? Information for Teachers

Food: The Indigenous peoples in what is now Canada farmed and gathered wild plants for their foods. Eastern Woodlands people cultivated maize, beans, and squash (known as the Three Sisters). Sagamite, a soup made of cornmeal, with added fish, meat, or squash, was a staple. There is also evidence of similar crops grown among the people living farther west on the Prairies, in the area where the Red and Assiniboine rivers meet. Tobacco and sunflowers were also grown. Hundreds of species of wild plants were also gathered for food. These include seeds, nuts, and grains (e.g., hazelnuts, acorns, whitebark pine seeds, wild rice). Berries and fleshy fruits (e.g., saskatoons, blueberries, huckleberries, crabapples, rosehips, wild cherries) were important sources of vitamins. So were wild greens, the shoots and leaves of various plants, and leaf vegetables (e.g., mustard greens, lambsquarters, watercress). Roots (e.g., wild onion, balsam root, wild turnip) were harvested later in the season. Fungi (e.g., wild mushrooms) and certain tree barks were also eaten. In northern areas, people ate lichens; in coastal areas, they ate certain species of algae and seaweed. Medicinal plants: Many plants were used to cure illnesses and treat ailments. Some were administered as teas (e.g., Labrador tea) used for kidney ailments, or yarrow, to cure colds and fever. Some plants were used as inhalants or as poultices applied to a certain part of the body (a poultice from the purple coneflower root, for example, treated sores and swelling). Others were mixed with fats to make ointments. Yet others were used as smudges in healing ceremonies (see sacred plants, below).

Utility plants: Plants were essential for dayto-day life. Wood from various trees were used to build structures (e.g., shelters or frames for wigwams and longhouses). For transportation, wood was used for canoes, snowshoe frames, and toboggans. It was also used for tools and implements (e.g., arrows and spear shafts, digging sticks, chisel and adze handles, scrapers) and toys and games. Bark was used to create containers, canoes, and as wrapping and lining. Plant fibres were used to make rope, fabric, mats, and baskets. Moss was used to line diapers. Many plants were used as dyes. Many plants traditionally used by Indigenous peoples in Ontario are either no longer in existence or in danger of being lost forever. Therefore, sustainability is an issue of concern for all people in the province.

21st Century Competencies Collaboration and Communication: Students will learn together, as they explore the ways in which animals and plants work together in the environment. They will communicate their learning through oral and written language, as well as through diagrams.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

This lesson focuses, in part, on Indigenous uses of plants.

Sacred plants: Tobacco, sweetgrass, cedar, and sage are known as the four sacred medicines by the Anishinaabe people, though used by other First Nations people in North America. These medicines are used mainly in smudging ceremonies, where the smoke they produced was part of prayer and cleansing ceremonies. It is believed that the smoke from the sacred plants summons spirits that people can communicate with. Tobacco is the first medicine offered in a ceremony to communicate with the spirit world. Sweetgrass is used in healing and purification. Sage is known for its physical healing properties, and cedar for both purification and as a guardian spirit.

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What About Ladybugs?, a book by Celia Godkin chart paper markers naturalized outdoor area or garden digital cameras Activity Sheet: Plants and Animals Working Together (1.13.1) Image Bank: Indigenous Plants (see Appendix, page 311) KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate Read What About Ladybugs? by Celia Godkin or another picture book that shows connections between plants and animals. Discuss ways animals and plants interact in the story. Brainstorm other examples students may have, or share examples to discuss as a class. (e.g., Cows eat grass, and then produce manure. The manure acts as a fertilizer to provide nutrients to the soil, so more grass grows.) Introduce the guided inquiry question: How do plants and animals work together in the environment?

Action: Part One

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Take students outdoors to a local garden or naturalized area, and have them observe the habitat. Reinforce the idea of them using their senses of hearing and sight to observe. Since students will often be excited in such a setting, give them some time to look at the area and share their observations. Then, have students focus on more detailed and deliberate observations. Some suggestions include:

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Look for insects, worms, and spiders. Watch and listen for squirrels, birds, and other small animals. Look for ways that the garden provides different creatures with things that they need for survival (e.g., shelter, food, water). Look for leaves that have holes in them from being eaten. Lift rocks, large leaves, and other ground debris to look for insects underneath.

Encourage students to take photos of interesting things they see, to be shared back in class. Once back in class, photos can be put into a slide show (e.g., Google Slides) or printed and made into a display. The teacher can scribe connections that students make that answer the guiding question for the inquiry. Activity Sheet Directions to students: Draw pictures and describe different ways plants and animals rely on each other to survive (1.13.1).

Action: Part Two Explore the uses of plants and herbs in Indigenous cultures, including their use for food and healing. Use Image Bank: Indigenous Plants and Information to Teachers to introduce this topic. Have students examine the images of plants, and discuss the various characteristics of these plants. Then, share with students some traditional uses of the plants. Invite a local Elder or Métis Senator to share with the class how local plants are traditionally used. The guest may even be able to bring samples to show students. Prior to the guest’s visit, have students generate inquiry questions they want to ask the Elder or Métis Senator. These questions can be forwarded to the guest for preparation purposes.

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Materials

13 Consolidate and Debrief ■

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Revisit the guided inquiry question: How do plants and animals work together in the environment? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

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Set up a vermicomposter in the classroom. A vermicomposter is a particularly good example that shows vegetables and/or fruit being turned into a rich fertilizer as worms feed off the refuse. Student can observe the organisms, and draw a picture showing how things change as the organism meets its needs. At a later date, use the soil from the vermicomposter to grow seeds.

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Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

Around the world and in many cultures, plants play a significant role in human life. Invite guests to share their knowledge of this topic. Family members can provide a wealth of knowledge with regard to cultural uses of plants. Other guests may include community members from various cultural groups.

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Have students choose from the many plants they have learned about and grow some from seed (e.g. squash, corn, sunflower). Have them research growing techniques (reviewing the needs of plants for growth and survival), and keep observation journals during the process.

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Students can return to their diorama (from lesson 11) and add additional labels showing some of the connections between plants and animals, and how things change when plants or animals use the connections to meet their needs (e.g., can show a branch that has been eaten in a diorama that features a deer).

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Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Date:

__________________________

Name:

Reproducibles

1.13.1

________________________________________

What questions do you have about how plants and animals work together? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Plants and Animals Working Together

1.13.1

1.13.1 – 111

How Do We Maintain a Healthy 14 Environment for All Living Things? Information for Teachers This lesson focuses on sustainability. In the Activate part of the lesson, students will explore the Seventh-Generation Principle, which is based on an ancient Haudenosaunee philosophy that the decisions we make today should result in a sustainable world seven generations into the future.

Character and Citizenship: Students will explore how they are responsible for maintaining a healthy environment for all living things.

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A River Ran Wild: An Environmental History, a book by Lynne Cherry variety of books (or videos) about pollution, extinct animals, forest fires, and other related environmental issues (e.g., Michael Foreman’s One World) magazines about environmental issues chart paper markers computers/tablets with Internet access mural paper scissors glue or glue sticks variety of rhythm instruments (e.g., triangles, tambourines, egg shakers, maracas or other shakers) writing paper pencils Picture Cards: Harmful or Healthy Environment? (1.14.1) Activity Sheet: How Do We Maintain a Healthy Environment for All Living Things? (1.14.2) Learning-Centre Task Card: How Do I Keep My Body Healthy? (1.14.3)

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KWHL chart (from lesson 1) Pictionary (1.1.1)

Activate

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Read aloud the story, A River Ran Wild: An Environmental History, by Lynne Cherry. This is a true story that describes how economic development and water pollution have affected both Indigenous and non-Indigenous communities. In the story, children begin to take personal responsibility for bringing about change in their local community after they are reminded to take care of Mother Earth through the teachings of an Elder. Following this reading, introduce the SeventhGeneration Principle to students (see Information for Teachers). Construct a tree diagram to examine the idea of a generation. For example: Grandparent Parent Grandparent You Grandparent Parent Grandparent

Great-Grandparent Great-Grandparent Great-Grandparent Great-Grandparent Great-Grandparent Great-Grandparent Great-Grandparent Great-Grandparent

As a class, discuss the responsibilities of past, present, and future generations in ensuring the sustainability of Earth and its life forms. Specifically, discuss ways in which students can maintain a healthy environment that might still meet the needs of people in the future. Introduce the guided inquiry question: How do we maintain a healthy environment for all living things?

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

21st Century Competencies

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Display Picture Cards: Harmful or Healthy Environment? (1.14.1). Have students closely examine each picture, and then discuss it. Ask: ■ ■ ■ ■ ■ ■

What do you notice about these pictures? What do you think the pictures show you? Which pictures show healthy environments? Why are they healthy? Which pictures show harmful environments? Why are they harmful?

Have students sort the pictures into two groups: Healthy Environment and Harmful Environment. Review the needs that humans have in order to live. Focus on health issues by asking: ■ ■ ■

What do you need to do to stay healthy? How do humans get sick? How can you take care of yourself so you do not get sick often?

Be sure to discuss healthy eating, hand washing, being physically active, getting enough sleep, and dressing for the weather. Also, discuss environmental issues (e.g., clean air and water).

Action: Part Two

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Divide a sheet of chart paper into three columns: Taking Care of Ourselves

Taking Care of Animals

Taking Care of Plants

In the first column of the chart, “Taking Care of Ourselves,” record students’ ideas. Now, extend the discussion to include keeping other living things healthy. Ask: ■ ■ ■

How are animals important to us? How do humans sometimes hurt animals? How can we make sure animals have a healthy environment?

In the second column, “Taking Care of Animals,” record students’ ideas; for example: keeping lakes clean, limiting hunting, avoiding pollution, and maintaining natural habitats for animals. Now, focus on plants by asking the following questions: ■ ■ ■

How are plants important to us? How do humans sometimes hurt plants? How can we make sure plants have a healthy environment?

In the third column of the chart, “Taking Care of Plants,” record students’ ideas. The list may include preventing forest fires, not clear-cutting forests, and keeping the air and water clean.

Action: Part Three

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Divide the class into three groups, and have each group create a mural that depicts ideas from one of the three columns of the chart. When the murals are completed, display them for all students to see. Assessment as Learning AaL Have students complete the Cooperative Skills Self-Assessment sheet, on page 34, to reflect on their success working with others in a group. Assessment of Learning AoL Observe students as they create their murals. Complete the Cooperative Skills Teacher Assessment sheet, on page 37, to reflect on students’ ability to work with others.

Action: Part Four

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Distribute a copy of Activity Sheet: How Do We Maintain a Healthy Environment for All Living Things? (1.14.2) to each student, along with glue sticks. Have students complete the activity sheet.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Action: Part One

14 Activity Sheet Directions to students: Cut out the pictures, and sort them into two groups, one showing harmful environments and the other showing healthy environments. Glue the pictures under the correct headings (1.14.2).

Jingle Bells The Muffin Man She’ll Be Coming ‘Round the Mountain

Consolidate and Debrief ■

Challenge students to find additional pictures of helpful and harmful environments and to explain why they chose these pictures. They may access pictures on the Internet with adequate supervision and using appropriate bookmarked sites, or they may look through magazines.

Learning Centre

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At the learning centre, include rhythm instruments (e.g., triangles, tambourines, egg shakers, maracas or other shakers), writing paper, and pencils, along with a copy of Learning-Centre Task Card: How Do I Keep My Body Healthy? (1.14.3). In small groups, have students create songs about how to maintain healthy bodies. Below are several melodies that easily lend themselves to transitions and the teaching of elementary concepts. It may be helpful to review these songs with students to remind them of how the melodies are sung: The Farmer in the Dell Pop Goes the Weasel London Bridge Is Falling Down Row, Row, Row Your Boat Are You Sleeping? I’m a Little Teapot (Here We Go ‘Round) the Mulberry Bush If You’re Happy and You Know It Twinkle, Twinkle Little Star Mary Had a Little Lamb

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Assessment as Learning AaL Have students complete the Student SelfAssessment sheet, on page 31, to reflect on their personal experiences taking care of living things. Encourage students to think and write about what they have done personally to help create healthy environments for plants and animals. Also, encourage them to think and write about new initiatives they might take on in order to be more active in taking care of the environment. Have students use the Science and Technology Journal sheet, on page 28, to record their reflections.

Enhance ■

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Invite a local Elder or Métis Senator to visit and share Indigenous stories and perspectives about caring for the environment with students.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

NOTE: This is a two-page activity sheet. Do not photocopy back-to-back; students will be cutting out the images on the second page.

Revisit the guided inquiry question: How do we maintain a healthy environment for all living things? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

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Have small groups of students write short plays about how to look after plants, humans, or other animals. Have them share their plays with the rest of the class or at an assembly.

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Have students create posters on recycled paper or poster board, using the theme “Keep Our Environment Healthy.” Display the posters around the school. Or, have students, with guidance, use drawing and desktop publishing programs to create their posters.

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Make a class book, using the same theme as above, “Keep Our Environment Healthy.” Have students illustrate ways that humans can protect their environment. Collect and bind students’ pictures, add a cover to the book, and place in the class library.

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Visit a local wildlife sanctuary to learn more about how animals and plants are protected.

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Initiate a class project for collecting recyclable waste, such as pop bottles, newspaper, and tin cans. Encourage students to recycle at home, as well. In the classroom, rather than throw used paper into the garbage, collect it and use it as scrap paper for art projects. Most schools have a paper recycling program, so students can also collect paper for this purpose. This project is an opportunity for students to use technological problem-solving skills—they make a plan to solve an environmental problem, and then they act on it.

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Access the interactive activity, Sorting Waste, in the Grade 1, Unit 1 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Needs and Characteristics of Living Things

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Harmful or Healthy Environment? (continued)

1.14.1

116 – 1.14.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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1.14.1

1.14.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.14.1

Harmful or Healthy Environment? Harmful or Healthy Environment? (continued)

1.14.1

1.14.1

Harmful or Healthy Environment? (continued)

1.14.1

1.14.1

Harmful or Healthy Environment? (continued)

1.14.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Harmful or Healthy Environment? (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

1.14.1 1.14.1

Harmful or Healthy Environment? (continued)

1.14.1 1.14.1

1.14.1

Harmful or Healthy Environment? (continued)

1.14.1

1.14.1 – 117

Reproducibles

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

1.14.2

1.14.2

__________________________

Name:

________________________________________

How Do We Maintain a Healthy Environment for All Living Things?

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Harmful Environments

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Healthy Environments

How Do We Maintain a Healthy Environment for All Living Things? (continued)

1.14.2

1.14.2

1.14.3

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Learning Centre

How Do I Keep My Body Healthy? We help our bodies work properly when we live healthy lives. There are many things we can do to stay healthy: ■■

Get plenty of physical activity/exercise.

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Eat healthy food every day.

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Keep our body and teeth clean.

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Drink lots of water (and other healthy drinks).

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Get lots of rest.

1. In your group, make up a song about how to keep your body healthy. 2. Share your song with the rest of your classmates.

1.14.3

118 – 1.14.2 – 1.14.3

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Which Jobs and Hobbies Involve 15 Plants and Animals? Citizenship, Character, and Collaboration: Students will look at skills required to do jobs related to plants and animals. They then collaborate to create an interview of a person in a career related to living things.

Materials ■ ■ ■

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chart paper markers resource materials related to jobs involving plants and animals writing paper pencils crayons scissors stapler and staples Cue Cards: Jobs and Hobbies That Involve Plants or Animals (Photocopy, and cut out the cards.) (1.15.1) Blank Cue Cards (Photocopy, and cut out the cards.) (1.15.2) Activity Sheet: Interview Guide (1.15.3) Learning-Centre Task Card: How Do People Who Work With Living Things Do Their Jobs? (1.15.4) KWHL chart (from lesson 1) Pictionary (1.1.1)

NOTE: For the Action activity, each student in the class will require one cue card of a job/hobby that involves plants or animals. There are 24 cards in total, so if your class size is larger than 24, make two copies of the set of cards. Two students may have the same cue card.

Activate Ask students if they can think of any jobs or hobbies that involve plants or animals. Record students’ ideas on chart paper. Compare each idea on the chart paper to the set of cue cards of jobs and hobbies (1.15.1). If students come

up with any ideas that are not included in the set of cards, add the idea to the set by recording it on one of the blank cue cards (1.15.2). Draw a rudimentary picture of the job/hobby on the new card, as well. Introduce the guided inquiry question: Which jobs and hobbies involve plants and animals?

Action Explain to students that there are many different types of jobs and hobbies that involve plants or animals. Show students the cue cards one by one, and briefly describe each different job while showing the corresponding card. If students have come up with any more ideas of jobs/ hobbies, also include these in the discussion. Following the discussion, distribute one cue card to each student. You may also distribute any job/ hobby cards that you recorded and illustrated onto a blank cue card. Then, organize students into pairs. If you have distributed any duplicate cards (because your class size is larger than the number of cards), make sure no two students in a pair have the same card. Now, have students in each pair take turns interviewing their partner in the role of a person with the job/hobby shown on the card. If a student has a zookeeper card, for example, the partner will ask questions related to that job. Guide students in this interview process by brainstorming sample questions. For example: ■ ■

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What tools do you use for your job? Does your work with animals (or plants) happen inside or outside most of the time? What is the best part of your job? What safety rules do you have to remember at your job?

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21st Century Competencies

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15 Students may require time to research information about the job identified on their cards. Distribute a copy of Activity Sheet: Interview Guide (1.15.3) to each student. Students can record their research findings on their activity sheet, using jot notes and pictures.

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Later, have students role-play their interviews for the class.

Enhance

Activity Sheet Directions to students: Record questions and answers for your interview on the activity sheet (1.15.3).

Learning Centre

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Digitally record students as they conduct interviews with each other. Play back the footage later for the class to review.

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Organize a dramatic play area with costumes/clothing and other props that relate to the jobs and hobbies involving plants and animals. Students can use these to engage in role-playing jobs/hobbies during choice activity time.

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Invite into the classroom a variety of guests who work with plants and animals. Ask speakers about how they make sure the animals/plants they work with are well cared for, as well as any other questions students have.

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Have students complete their do-it-yourself projects at the Makerspace centre.

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At the learning centre, provide copies of the cue cards of jobs and hobbies (1.15.1, 1.15.2), along with resource materials related to some of those jobs/hobbies, writing paper, scissors, a stapler, pencils, and crayons. Also, include a copy of Learning-Centre Task Card: How Do People Who Work With Living Things Do Their Jobs? (1.15.4). Have each student create a “How-to” book on how to do the job identified on their cue card. Each “How-to” book should have at least three pages.

Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population.

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Revisit the guided inquiry question: Which jobs and hobbies involve plants and animals? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Jobs and Hobbies That Involve Plants or Animals

Grain Farmer

Veterinarian

Cattle Farmer

Dog Trainer

Florist

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Pet Groomer

Zookeeper

Equestrian

Horse-Racing Jockey

Animal Breeder

Beekeeper

1.15.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Gardener

Jobs and Hobbies That Involve Plants or Animals (continued)

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1.15.1

1.15.1

1.15.1

Jobs and Hobbies That Involve Plants or Animals (continued)

Jobs and Hobbies That Involve Plants or Animals (continued)

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Horticulturist

Police-Dog Trainer

Arborist

Logger

Fisher

Marine Biologist

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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1.15.1

Park Ranger

Entomologist

Fruit Picker

Maple-Syrup Maker

Dog Walker

Fruit/Vegetable Market Vendor

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

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Reproducibles

1.15.1

1.15.2

1.15.3

Date:

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Blank Cue Cards

Name:

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Interview Guide

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1. My job:____________________________________________________ 2. Things to know about my job: _____________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

1.15.4

Learning Centre

How Do People Who Work With Living Things Do Their Jobs? 1. Look through the cards of jobs and hobbies that include working with plants or animals. 2. Write a “How-to” book on how to do one of the jobs or hobbies shown in one of the pictures. 3. Your book should have at least three pages.

1.15.4

122 – 1.15.2 – 1.15.4

Answer

1.15.3

1.15.2

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Question

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

3. My partner’s job: __________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Inquiry Project: What More Do We Want 16 to Know About Plants or Animals? Critical Thinking and Communication: Students will conduct an inquiry project to explore questions they still have about plants and animals.

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KWHL chart (to which students have been adding throughout the unit) Pictionary (1.1.1) class word wall collections of information about a variety of local animals and plants (e.g., each should include name of the plant or animal, pictures, information from the Internet, index cards with information, books, pamphlets) chart paper (with a list of local animals and plants) photos of local animals and plants markers sticky notes computer/tablet with Internet access (optional) variety of craft and creative materials (e.g., Plasticine or play dough, pipe cleaners, markers, paint, pictures, glue, foam, musical instruments) audio-recording device Activity Sheet: What More Do We Want to Know About Plants or Animals? (1.16.1) Learning-Centre Task Card: How Well Did I Do on My Inquiry Project? (1.16.2)

Activate

Needs and Characteristics of Living Things

Introduce the guided inquiry question: What more do we want to know about plants or animals?

Action: Part One Explain to students that they will be working on an inquiry project about an animal or plant from their local area. Review the list of potential animals/plants from which students may choose. It is beneficial to have pictures of the animals/ plants available to help students make their choices. To encourage students to collect some information on their own, consider having them pick their animals/plants a day or two before you give them the information package about their animals/plants. Once students have chosen their animals/plants, write each student’s name beside their choice on the chart-paper list, and write the animal/plant’s name on a sticky note for the student.

Action: Part Two

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After students have selected their animals/plants to research, identify class criteria for the inquiry projects. These might be posed in the form of questions. Brainstorm with students for good questions based on ideas or concepts found on the class word wall, in students’ pictionaries, and on the class KWHL chart. For example: ■ ■ ■

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Where does my animal/plant live? What does my animal/plant look like? How does my animal/plant meet its needs in its environment? Do humans or other animals use any part of this animal/plant as food or for some other reason?

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In preparation for this final project, revisit the classroom KWHL chart students have been adding to throughout the unit. Discuss both the knowledge and the questions students had at the beginning of the unit, as well as those they developed throughout the unit. Discuss the ways they learned new ideas and found the answers to their questions.

Also, review students’ pictionaries and the class word wall. Discuss new vocabulary, scientific terminology, and concepts students have acquired throughout the unit.

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21st Century Competencies

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What must humans do to take care of the environment of this animal/plant? A question of my own choice

Provide students with a variety of resources related to their animal/plant. Encourage them to seek out information on their own. Model how to look for information in a nonfiction text, and assist students in discovering information that will help them better understand their animal/ plant. Rather than tell students how to find the answers, ask questions that will guide them in the right direction. Once students have gathered sufficient information to answer the required questions, have them choose a way to present their research. Brainstorm and discuss various ideas for presentation—that is, ways for students to show their understanding of the information they collect (e.g., write a song, construct a model, make a poster or book, create a digital presentation using a resource such as Google Slides). Have students choose one format, and collaborate with them to collect any materials they may require for the presentation. Guide and model the process of transferring research findings to a presentation format. As with gathering their research findings, students will require time and support for this part of the process. Provide each student with an opportunity to share their learning. Have only a few students present their learning to the class each day so that each presenter has the full attention of their peers.

NOTE: This is a two-page activity sheet.

Assessment of Learning AoL Record the class criteria for the inquiry project on the Rubric, on page 36. Assess students while they present their inquiry projects, and record results on the Rubric.

Learning Centre

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At the learning centre, provide an audio-recording device, along with students’ projects created during this lesson and a copy of Learning-Centre Task Card: How Well Did I Do on My Inquiry Project? (1.16.2). Have each student record a self-reflection, based on an assessment of their own project. Assessment as Learning AaL Have students complete the 21st Century Competencies Student/Teacher Reflection sheet, on page 33, to reflect on their use of the 21st Century Competencies throughout the unit. Students record their reflections in the rectangles. The sheet also includes oval spaces for teachers to provide descriptive feedback to students.

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Revisit the guided inquiry question: What more do we want to know about plants or animals? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the KWHL chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Distribute a copy of Activity Sheet: What More Do We Want to Know About Plants or Animals? (1.16.1) to each student, and have students record their research questions on it.

Activity Sheet Directions to students: Record your inquiry questions on the activity sheet, as well as the information you find to answer the questions (1.16.1).

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Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms and (labelled) pictures to their Pictionary (1.1.1). When possible, encourage them to add words in other languages, including Indigenous languages, reflective of the classroom population. Students can create a Living Things Pictionary by cutting apart the rows on their Pictionary sheets and arranging them alphabetically. They can then make a cover page and bind the pages together.

Needs and Characteristics of Living Things

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1.16.1

1.16.1

__________________________

Name:

Date:

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What More Do We Want to Know About Plants or Animals?

3. Create a presentation about the life and environment of your animal/plant.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Research

My own question:

1.16.1

Learning Centre

How Well Did I Do on My Inquiry Project? 1. Look at your inquiry project. 2. Look at your activity sheet. How do you think you did on this project?

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3. Use an audio-recording device to record your thoughts.

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Write a song.

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Create a model.

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Draw a picture.

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Write down your information.

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Write a poem.

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Create a slide show or other digital presentation.

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5. Describe how you will present your inquiry project, and list any materials you will need for your presentation. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 1.16.1

1.16.2

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4. Choose how to present the information you find. You may want to do one of the following:

2. Use books, the information package, and/or websites to help you with your research project.

A TR IN

Name:

What More Do We Want to Know About Plants or Animals? (continued)

1. Choose an animal or plant from the class list.

Inquiry Question

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario,Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Unit 2 Materials, Objects, and Everyday Structures

In this unit of Hands-On Science and Technology for Ontario, Grade 1, students are introduced to concepts about materials through exploration of various objects in their immediate surroundings. They will use their senses to identify various objects and materials, and, in doing this, they will learn to make a clear distinction between objects and materials. Students will learn that objects are made from materials and materials have specific properties. They will also learn to describe these properties clearly and precisely. By using various materials to make objects, they will begin to understand there is a connection between the properties of materials and the specific purposes for which the materials are used. SAFETY NOTE: During all activities, it is important to teach students about proper ! scientific testing procedures. For example, when smelling a substance, students should not inhale fumes directly. Instead, they should wave a hand over the substance toward their nostrils. In addition, students should not taste anything during experiments unless their teacher has advised them that it is safe to do so. Sometimes, harmful but invisible substances are hidden in other materials (e.g., bleach in water).

materials. One important strategy to help students solidify their understanding is to have a box on hand of materials that are safe for students to handle, along with recording or classifying materials. Some examples of materials teachers may consider include: ■

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Assemble a variety of relevant reading materials, including both fiction and nonfiction resources, at a range of reading levels appropriate for your class, and have these available for students to access. If possible, arrange computer time for students to explore appropriate websites (always prescreen any website you expect students to use).

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In lesson 1, students use digital cameras or tablets to document a variety of materials from around the school. Teachers should arrange for these devices in advance (one for each working group of students), ensuring that devices are charged and memory-card space is sufficient. It may also be helpful to have parent volunteers present during this lesson to accompany groups of students to different areas around the school.

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Lesson 6 requires a more extensive list of materials than usual for a technological

Information for Teachers Matter is anything that takes up space and has weight. Colour, odour, taste, weight, and hardness (rigidity) are some physical properties of matter. According to scientists, everything in our world is called “matter.” We are surrounded by objects made of matter—or, more specifically, objects that are made of different materials.

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The best way for students to learn about a variety of objects and the materials the objects are composed of is to give students plenty of opportunities to explore, in a hands-on fashion, many different types of

plastics (e.g., cups, spoons, bags, empty pop bottles, jugs, food containers) metals (e.g., spoons, paper clips, nails, screws, aluminum foil) rubber (e.g., balls, erasers, balloons) cloth (e.g., cotton, rayon, linen, nylon, flannel, leather) wood (e.g., pencils, blocks, wooden spoons) natural objects (e.g., branches, rocks, shells, feathers, fur) materials for sorting (e.g., Venn diagram mats, sorting mats, index cards for labelling)

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Introduction

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In lesson 7, students build with LEGO bricks. Teachers should ensure they have enough LEGO on hand for students to complete the technological problem-solving activity for that lesson.

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Develop a Makerspace centre. Classroom Makerspaces are usually designed as centres where students learn together and collaborate on do-it-yourself projects. Students are given the opportunity to work with a variety of age-appropriate tools, as well as with everyday and recycled materials. Additionally, arts-and-crafts are often integrated into Makerspace offerings.

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For this unit, set up a Makerspace centre in your classroom that encourages informal learning about materials, objects, and everyday structures. Collect a variety of arts-and-crafts supplies and materials that reflect the challenges students might take on at the centre. Include general materials, such as those listed in the Introduction to Hands-On Science and Technology for Ontario, Grade 1, as well as unit-specific materials. For this unit, for example, include a variety of building materials (e.g., wood, recycled plastic and cardboard, clay) as well as a variety of natural items (e.g., branches, grasses, rocks, fur, feathers). SAFETY NOTE: Engage in a discussion about safety and respect at the Makerspace with students before beginning this unit. Consider small parts and potential hazards for students of all ages and abilities who will have access to the Makerspace area. At this age, this exploration needs to be supervised.

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Do-it-yourself projects may include anything related to the concepts of this unit. Projects students might initiate include (but are not limited to): ■ ■

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building a model of a structure designing and constructing a useful device creating a collage made with various materials testing the strength of different objects or materials

Literacy connections that might inspire projects include: ■ If I Built a House by Chris Van Dusen ■ Twenty-One Elephants and Still Standing by April Jones Prince ■ Dreaming Up: A Celebration of Building by Christy Hale ■ Iggy Peck, Architect by Andrea Beaty (also available in French) ■ Rosie Revere, Engineer by Andrea Beaty (also available in French) ■ Ada Twist, Scientist by Andrea Beaty As inquiry questions are posed with each lesson, you will find these questions inspire other do-it-yourself projects related to the unit. Students may determine solutions to these questions through the creating they do at the Makerspace centre. Remember to not direct the learning here; simply create conditions for learning to happen. For more information about Makerspace centres, see page 18 of the Introduction to Hands-On Science and Technology for Ontario, Grade 1.

Indigenous Worldviews Teachers are reminded of the value of incorporating Indigenous perspectives and worldviews into lessons whenever possible. This unit provides many opportunities for students

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problem-solving related Enhance activity including ice cubes, feathers, Styrofoam chips, cotton batting, aluminum foil, and zipper-lock bags. Teachers are reminded to prepare these ahead of time.

to learn about the ways Indigenous peoples view the world around them, especially their dependence on nature for their survival. By understanding characteristics of objects and materials in nature, Indigenous peoples were able to use these resources for many things in traditional life including: ■ ■ ■

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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wood for building shelters fur for making warm clothing animal hides to use as waterproof material rocks and stones for making tools clay for making pottery

As well, Indigenous peoples understood the importance of limiting waste. As an example, they were committed to using all parts of hunted animals and not wasting anything. This respectful use of natural resources is a precursor to the present-day concept of reusing, reducing, and recycling.

Science and Technology Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as: ■

absorbent, characteristic, cloth, join, material, metal, plastic, pliable, recycle, rigid, waterproof, wood, flexible, solid, smooth, object, structure, texture.

For this unit, it will be helpful to provide actual samples of materials such as wood, metal, plastic, and cloth, as well as to use actual objects as examples to show such characteristics as “rigid” and “pliable.” Such visual and tactile cues will enhance student understanding of these concepts/vocabulary. Teachers should also consider infusing vocabulary related to scientific and technological inquiry skills in daily lessons. This vocabulary can be displayed in the classroom throughout the year, as it relates to all science and technology units. Students could then brainstorm which

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skills they are being asked to use as they work in particular lessons. They could also discuss what each skill looks and sounds like as they explore and investigate. Vocabulary related to scientific and technological inquiry skills includes: ■

ask, brainstorm, create, collect, compare, construct, describe, estimate, explain, explore, find, follow, graph, identify, improve, match, measure, observe, order, plan, predict, record, research, select, test.

In lesson 1, students start a “pictionary”—a picture dictionary in which they record new vocabulary introduced throughout the unit. NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in other languages. Students may include terms in Indigenous languages or other languages spoken at home.

Also in lesson 1, teachers create a science and technology word wall for the unit. The word wall can be created on a bulletin board or simply on a piece of poster or chart paper. Record new vocabulary on the bulletin board or poster as it is introduced during the unit. Ensure the word wall is placed in a location in the classroom where all students can see and refer to the words during activities and discussion. Have students work with the terms on a regular basis by creating their own definitions, giving examples, linking terms in sentences, and using terms in context. NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students. NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class population.

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Unit Overview Fundamental Concepts

Big Ideas

Structure and Function

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Objects have observable characteristics and are made from materials.

Matter

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Materials have specific properties. An object is held together by its structure. The materials and structure of an object determine its purpose. Humans make choices related to their use of objects and materials that have a direct effect on the environment.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Overall Expectations By the end of Grade 1, students will: 1. Assess the impact on people and the environment of objects and structures and the materials used in them. 2. Investigate structures that are built for a specific purpose to see how their design and materials suit the purpose. 3. Demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.

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Curriculum Correlation Lesson

Specific Expectation

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1. Relating Science and Technology to Society and the Environment 1.1 Identify the kinds of waste produced in the classroom, and plan and carry out a classroom course of action for minimizing waste, explaining why each action is important. 1.2 Assess objects in their environment that are constructed for similar purposes in terms of the type of materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed.

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2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures during science and technology investigations.

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2.4 Use technological problem-solving skills, and knowledge acquired from previous investigations, to design, build, and test a structure for a specific purpose.

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3. Understanding Basic Concepts 3.1 Describe objects as things that are made of one or more materials.

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3.7 Describe the properties of materials that enable the objects and structures made from them to perform their intended function.

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3.8 List different kinds of fasteners, and describe the uses of each.

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Alperin, Mara. Goldilocks and the Three Bears. London: Little Tiger Press, 2014.

McLellan, Joe. Nanabosho Steals Fire. Winnipeg, MB: Pemmican, 2015.

Atteberry, Kevan. Puddles!!! New York: HarperCollins, 2016.

Milbourne, Anna. The Rainy Day. Newmarket, ON: Usborne Books, 2012.

Beaty, Andrea. Ada Twist, Scientist. New York: Abrams Books for Young Readers, 2016.

Munsch, Robert. Mud Puddle. Toronto: Annick Press, 2012.

———. Iggy Peck, Architect. New York: Abrams Books for Young Readers, 2007. (also available in French)

Prince, April Jones. Twenty-One Elephants and Still Standing. Boston: HMH Books for Young Readers, 2005.

———. Rosie Revere, Engineer. New York: Abrams Books for Young Readers, 2013. (also available in French)

Rustad, Martha. Why Do Puddles Disappear?. Minneapolis: Lerner Publication Group, 2015.

Braun, Sebastien. Goldilocks and the Three Bears. New York: Boxer Books, 2012.

Sayre, April Pulley. Raindrops Roll. Toronto: Beach Lane Books, 2015.

Bruchac, Joseph. Turtle’s Race with Beaver. New York: Penguin Young Readers Group, 2005.

Scieszka, Jon. The True Story of the Three Little Pigs. New York: Random House, 2017.

Caduto, Michael J., and Joseph Bruchac. Keepers of the Earth: Native American Stories and Environmental Activities for Children. Golden, CO: Fulcrum, 2012.

Spires, Ashley. The Most Magnificant Thing. Toronto: Kids Can Press, 2014.

Delmege, Sarah (retold). Goldilocks and the Three Bears. New York: Parragon, 2012. Graves, Kimberlee. Mom Can Fix Anything. Learn to Read Science series, Level 2. Cypress, CA: Creative Teaching Press, 2015. Hale, Christy. Dreaming Up: A Celebration of Building. New York: Lee & Low Books, 2012. Hoberman, Mary Ann. A House Is a House for Me. New York: Puffin Books, 2007. Jeffers, Susan. Brother Earth, Sister Sky. New York: Penguin Random House, 2002. Kalman, Bobbie. Native Homes. New York: Crabtree, 2001. Laverde, Arlene. Alaska’s Three Little Pigs. New York: Random House, 2015.

Materials, Objects, and Everyday Structures

Teague, Mark. The Three Little Pigs and the Somewhat Bad Wolf. New York: Scholastic, 2013. Usher, Sam. Rain. Somerville, MA: Candlewick Press, 2017. Van Dusen, Chris. If I Built a House. New York: Dial Books for Young Readers, 2012. Viva, Frank. Young Frank, Architect. New York: Museum of Modern Art, 2013. Wheeler, Bernelda. I Can’t Have Bannock But the Beaver Has a Dam. Winnipeg, MB: HighWater Press, 2016. Williams, Rozanne Lanczak. Buttons, Buttons. Learn to Read Science series, Level 2. Cypress, CA: Creative Teaching Press, 2015. ———. What’s in My Pocket? Learn to Read Science series, Level 2. Cypress, CA: Creative Teaching Press, 2015.

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Resources for Students

Websites and Online Videos

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Websites ■

www.bbc.co.uk/schools/scienceclips/ ages/7_8/characteristics_materials.shtml BBC Schools—Characteristics of Materials: Game that allows users to test if materials are waterproof, flexible, transparent, or strong.

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www.bbc.co.uk/schools/scienceclips/ ages/6_7/grouping_materials.shtml BBC Schools—Grouping and Changing Materials: Game for sorting objects based on the material they are made of.

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www.bbc.co.uk/schools/scienceclips/ ages/5_6/sorting_using_mate.shtml BBC Schools—Sorting and Using Materials: Game that allows users to test if materials are waterproof or bendable (or both, or neither).

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www.learningscience.org/ psc1apropofmaterials.htm LearningScience.Org—Properties of Objects and Materials (K–4). Variety of activities for students to explore the characteristics of objects and materials.

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www.sciencekids.co.nz/gamesactivities/ materialproperties.html Science Kids—Science Games for Kids: Properties of Materials. Students can learn about the properties of materials (are they flexible, waterproof, strong, or transparent?) as they experiment with various objects.

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exchange.smarttech.com SMART Exchange: Variety of “SMART” activities on the SMART Exchange website are suitable for this unit. Use the search bar with key terms (e.g., materials) to find appropriate activities for your class.

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www.indiana.edu/~bobweb/Handout/ d1.uses.htm Creativity Test—Guilford’s Alternative Uses Task: Shows an example of an activity that could be used to encourage students to come up withj alternative uses for everyday objects.

Videos ■

https://www.youtube.com/watch?v=lAf_ iVuZ-vU&list=PLtXf78zN40CJQd64pimo5E cGdIvEnbYFs&index=2 “Robot Sorts Garbage”: News report from Helsinki, Finland, about a robot that can sort recyclables from garbage (2:52). This video could be viewed as a sustainability connection for students.

NOTE: This is a valuable video for focusing on and building technological problem-solving skills, as students can analyze the robot as a prototype. It would be useful to ask students to identify properties that the robot can detect, to compare the efficiency of such a machine to human workers, and to propose improvements to the design of the robot. ■

https://www.youtube.com/ watch?v=TjnNOCbuoCA “The 3 R’s for Kids.” Smart Learning for All. Animated video (10:04).

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https://www.youtube.com/ watch?v=w1l8HXa3HLk “How Trash Is Recycled with LeVar Burton.” Reading Rainbow (6:24).

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https://www.youtube.com/ watch?v=BaFpv03hq-4 “Recycle.” WonderGroveKids. Animated video (3:06).

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Information for Teachers

Activate: Part One

The purpose of this lesson is to determine what students already know about characteristics of objects and materials. Depending on students’ prior knowledge, teachers can determine which areas should be emphasized more than others.

NOTE: When conducting the following activity, consider having an adult supervisor to help manage each working group of students.

21st Century Competencies Communication: Students will communicate, through digital photos and words, their understanding of the characteristics of objects.

Materials ■

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digital cameras (one for each working group of students) computer printer photo paper scrap pieces of wood scrap pieces of plastic scrap pieces of metal scrap pieces of paper chart paper markers Activity Sheet A: Objects Are Made of Materials (2.1.1) Activity Sheet B: Pictionary (2.1.2) writing paper pencils audio-recording device Learning-Centre Task Card: Sing a Song About Objects and Materials (2.1.3) Learning-Centre Tunes (2.1.4)

SAFETY NOTE: Have students use caution when handling any material that might have ! sharp edges or splinters (e.g., scraps of metal, plastic, wood).

Divide the class into four groups. Have one group be responsible for finding objects made of wood, one group for objects made of plastic, one group for objects made of metal, and one group for objects made of paper. Explain to students that their mission is to find as many objects as they can that are made of the material they have been assigned. Once students find an object they want to include in their collection, have them use the digital camera to take a picture of the object. Encourage students to explore throughout the school for objects, and ensure all students have the opportunity to photograph an object made of the material they have been assigned. Before beginning, demonstrate how to determine to what category an object belongs, as well as how to take a picture of the object. Have students upload their photos to the computer and then print the photos. NOTE: Encourage students to bring in or take photos of items from home that fit into their group’s material category.

Activate: Part Two Have all groups display the photographs they have taken, discuss each item by naming it, and identify the material(s) the item is made of. NOTE: Some items may be made of only one material and can be identified as such, but others will be made mostly of one material, with some other secondary materials (e.g., metal scissors with plastic handles, wooden pencil with rubber eraser and metal fastener). Students should be looking for an item’s primary material, but they may also identify an item’s secondary materials.

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What Do We Know About 1 Objects and Materials?

1 Once all groups have shared their photographs, introduce the guided inquiry question: What do we know about objects and materials?

Action: Part One Continue discussion as a class and, for each photograph, ask students to think about why the object they photographed is made of the material it is. For example, ask:

■

■

Why do you think the door in the photograph is made of wood and not paper? Why do you think the faucet is made of metal and not fabric? What are the characteristics of each material?

On chart paper, create a herringbone chart, as in the following example: What We Know

Objects and Materials Questions

Throughout the unit, add more questions to the herringbone chart as students conduct various inquiries and pose new questions. Record answers to the questions below the corresponding question on the chart as students conduct investigations and research to build new knowledge. Distribute a copy of Activity Sheet A: Objects Are Made of Materials (2.1.1) to each student, and have students complete it based on the object they photographed. Activity Sheet A Directions to students: Complete the activity sheet about the object you photographed (2.1.1).

Action: Part Two

Now, have students generate questions about objects and materials. Encourage them to reflect on the activities and discussions covered to this point in the lesson. In the lower section of the chart, record students’ questions about the unit topic. Encourage them to brainstorm a variety of questions (from basic knowledge to more complex analysis). For example: ■ ■

L LB

Plan a walk around the school neighbourhood to observe and collect natural objects. Before leaving the classroom, review the objects that were collected and photographed in the school. Ask: ■

In the spaces above the horizontal line, record students’ responses to “what we know” about objects and materials.

What different materials are used to make my hockey skates?

■

■

What kinds of objects did you collect? What materials are the different objects made of? What kinds of objects could you collect from nature?

NOTE: Prior to the walk, be sure to review with students the importance of being respectful of nature when collecting objects. For example, branches should not be broken off trees. Small objects (e.g., twigs, leaves, seeds) may be taken in limited amounts and only with permission. Also, review safety issues (e.g., taking care when collecting objects that may have sharp edges).

How is paper made? Why are some plastics strong and others not?

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1

NOTE: Consider having a local Elder or Métis Senator guide the nature walk. This will provide an opportunity for students to build their knowledge of how the characteristics of objects in nature make them useful resources in everyday life, both past and present.

Action: Part Three

S

Engage students in a discussion about sustainability. In groups, have them examine the objects they photographed and discuss how the environment is affected by our use of that material. Use one sample material to model this process. For example, wood comes from trees, and forests are affected when humans cut down trees for lumber. Have students share their ideas, and record these on chart paper. The terms reduce, reuse, and recycle can also be introduced at this time. Students can further categorize which items they photographed were made from recycled materials, speculate how they might reuse certain items, or determine if they could reduce the usage of a certain object to preserve that material. Record students’ ideas on chart paper. Display this information in a place that is visible for students for the remainder of the unit. Use the questions generated to guide future teaching and learning centres.

Action: Part Four Make and distribute several copies of Activity Sheet B: Pictionary (2.1.2) to each student. Have students keep the pages in a safe place—at the end of the unit, they will alphabetize the words

and bind the pages together to create a booklet depicting the theme of the unit. NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in other languages. For example, students may include the term for wood in an Indigenous language, or English language learners may include terminology in languages they speak at home. These words can be printed in the first box of the chart, along with the original English language term. NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class cultural makeup.

Activity Sheet B Directions to students: Record each new word you learn in the first column. In the middle column, name an example of each new word. In the third column, draw a picture of your example (2.1.2).

Learning Centre

R M-

Set up a Materials and Objects Library in your classroom. At the learning centre, supply writing paper and pencils, along with a copy of Learning-Centre Task Card: Sing a Song About Objects and Materials (2.1.3) and copies of Learning-Centre Tunes (2.1.4). NOTE: Make sure the resources are at a variety of reading levels to engage all learners.

Have students write lyrics for a song about the different materials that objects in the classroom are made of. The song may be to the tune of any song they choose. It is suggested that teachers provide students with an example of song lyrics prior to having them complete this exercise. To model the process, consider writing one song

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During the nature walk, stop to examine objects (e.g., trees, grasses, rocks). Take photos of these objects, and have students describe their characteristics. Small objects may also be collected to bring back to the classroom for use in subsequent lessons.

1 together as a class, and then have students create more songs at the centre.

Enhance ■

Provide several containers of small objects (e.g., yoyos, balls, pencils, erasers, pack of chewing gum, acorns, stones), along with paper plates. Encourage students to sort the objects on paper plates according to their own rules. Also, provide index cards so that students can record their sorting rules. To further extend the activity, have additional index cards with various sorting rules already printed on them, especially rules that students do not regularly use (e.g., pointed/not pointed, curved/straight edge), and have students use these rules to sort some of the objects onto the paper plates. The index cards can have picture clues on them so students do not have to rely on reading alone.

■

Have students collect a wide variety of natural objects (e.g., seeds, nuts, leaves, feathers, fur samples, rocks, shells). Challenge students to examine and sort the objects in a variety of different ways.

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Have students begin their do-it-yourself projects at the Makerspace centre. (See page 18 in the Introduction to Hands-On Science and Technology for Ontario, Grade 1, and page 129 of this unit for details on setting up the Makerspace centre.)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

A list of songs with melodies that easily lend themselves to transitions and the teaching of elementary concepts is included here. It will be helpful to review these songs with students to remind them of how the tune goes for each one. This list is also on Learning-Centre Tunes (2.1.4): The Farmer in the Dell Pop Goes the Weasel London Bridge Is Falling Down Row, Row, Row Your Boat Are You Sleeping? I’m a Little Teapot (Here We Go ’Round) the Mulberry Bush If You’re Happy and You Know It Twinkle, Twinkle Little Star Mary Had a Little Lamb Jingle Bells The Muffin Man She’ll Be Coming ’Round the Mountain

Consolidate and Debrief ■

■

■

Revisit the guided inquiry question: What do we know about objects and materials? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Begin a class word wall to display new terminology from the unit.

NOTE: Include terminology in other languages on the class word wall, This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.1.2

Date:

__________________________

Name:

Date:

________________________________________

Name:

__________________________

________________________________________

Pictionary

Objects Are Made of Materials

✁

1. My object is _____________________________________________ .

Word

Example

Picture

Word

Example

Picture

Word

Example

Picture

Word

Example

Picture

2. It is made of _____________________________________________ . 3. Other things I know about this object:

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. Other objects that are made of this same material: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

______________________________________________________________

2.1.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

______________________________________________________________

2.1.2

2.1.3

2.1.4

Learning Centre

Sing a Song About Objects and Materials

Learning-Centre Tunes

1. Make a list of ten objects.

The Farmer in the Dell

2. Beside the name of each object, record the materials the object is made of. For example:

Pop Goes the Weasel

Object door faucet

Materials wood metal

London Bridge Is Falling Down Row, Row, Row Your Boat

4. Use the tune from one of the songs posted at the Learning Centre, or make up your own tune. 5. Make an audio recording of your song.

2.1.3

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3. Write a song about some of these objects and materials.

Are You Sleeping?

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R M-

I’m a Little Teapot (Here We Go ’Round) the Mulberry Bush If You’re Happy and You Know It Twinkle, Twinkle Little Star Mary Had a Little Lamb Jingle Bells The Muffin Man She’ll Be Coming ’Round the Mountain

2.1.4

2.1.1 – 2.1.4 – 139

Reproducibles

2.1.1

How Can We Describe 2 Objects and Materials? Information for Teachers It is important for students to use appropriate language to describe their observations of objects and materials. Encourage them to use qualitative observations to determine descriptive words and phrases (e.g., rough, smooth, shiny, dull, spongy, hollow sounding, echoes when tapped). Also, encourage quantitative observations to describe relative size, thickness, mass, and length of objects.

Collaboration and Communication: Students work in groups to observe the characteristics of various objects. They then communicate their findings, using appropriate vocabulary, back to the class.

Materials ■ ■ ■

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chart paper markers plastic cups (one for each working group of students) paper cups (one for each working group of students) Styrofoam cups (one for each working group of students) plastic spoons (one for each working group of students) metal spoons (one for each working group of students) wooden spoons (one for each working group of students) scrap materials (e.g., fabric swatches, wax paper, aluminum foil, rug swatches, cloth, leather, plastic grocery bags, transparent plastic sheets, sandpaper, paper towels) various other objects and materials to examine and describe (e.g., classroom supplies, small toys, clothing items) glue or Scotch tape scissors

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Activity Sheet: How Can I Describe My Object? (2.2.1) Learning-Centre Task Card: How Can I Describe Materials? (2.2.2) Learning-Centre Activity Sheet: How Can I Describe Materials? (2.2.3) herringbone chart (from lesson 1) Pictionary (2.1.2)

Activate Review the previous lesson with students. Ask: ■ ■

Which objects did you photograph? What materials were they made of?

Gather students together, and ask for a volunteer. Tell students they are to describe the volunteer. Remind students to use polite and kind words. Students may start with descriptors such as: ■ ■

■ ■

hair colour (e.g., She has brown hair.) hair length, style, or texture (e.g., She has long hair; She has curly hair.) clothing (e.g., She is wearing a pink shirt.) height (e.g., She is short.)

Tell students that when they describe this person, they are describing their characteristics. Explain that a characteristic is a feature of something or someone that can be described using one (or more) of the senses. As a class, practise describing the characteristics of several volunteers. Select several objects in the classroom (e.g., plant, chair, carpet). Have students describe the characteristics of these familiar objects. Encourage students to use as many of their senses as possible (and as appropriate) to determine how something looks, sounds, or feels (or, sometimes, how it smells). Students should also be encouraged to be very specific when making qualitative

s

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21st Century Competencies

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2 Introduce the guided inquiry question: How can we describe objects and materials?

Action: Part One Divide the class into working groups. Provide each group with chart paper, markers, and the following materials to examine: plastic cup, paper cup, Styrofoam cup, plastic spoon, metal spoon, and wooden spoon. Have the groups observe and discuss each object and brainstorm a list of words to describe that object. Ask students to record their word lists on chart paper. Once all objects have been examined and described, as a class, debrief. Have each group select one item to present to the rest of the class, sharing descriptive words for it. Make sure each object (plastic cup, paper cup, Styrofoam cup, plastic spoon, metal spoon, wooden spoon) is presented by at least one group.

A

Assessment of Learning AoL Observe students as they conduct the group inquiry of the various objects. Complete the Cooperative Skills Teacher-Assessment sheet, on page 37, to reflect on students’ ability to work with others.

Action: Part Two Have each student select one of the objects used in the previous activities or a new object of their choice from the classroom. Also, provide each student with a copy of Activity Sheet: How Can I Describe My Object? (2.2.1). Explain to students that their task is to create a riddle about their object. They are to write three clues that describe three characteristics of their object. Stress that one of the characteristic clues should include the material that the object is made of. For example: ■

When all objects have been presented, ask:

■

How are all these objects the same? How are they different? What kind(s) of material(s) is each object made of?

■

■ ■ ■

During the discussion, encourage students to use detailed and accurate descriptors for the objects (e.g., the metal spoon is smooth and shiny). Also, model for students how to describe objects according to quantitative characteristics, such as an object being shorter/longer than a drinking straw, or an object being smaller/larger than a hand.

aL

Assessment as Learning Have students complete the Cooperative Skills Self-Assessment sheet, on page 34, to reflect on their success working with others.

■

My object is smooth. My object is made of metal. My object feels cold. What object am I?

Ask students to record their riddles on the activity sheet. When all students have completed their riddles, display all the objects, along with their corresponding riddles. Work as a class to match each riddle with the object it describes. Activity Sheet Directions to students: Fold your activity sheet in half along the dotted line. Record your riddle on the outside of the folded paper. Draw a diagram of your object on the inside of the folded paper, and write the name of it (2.2.1).

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observations (e.g., a blue sweater could be better described as a soft and fuzzy navyblue sweater).

2

Consolidate and Debrief ■

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Revisit the guided inquiry question: How can we describe objects and materials? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, including the term characteristic, and illustrations to the class word wall. Also, include the words in other languages, as appropriate.

142

cloth

dull

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Access the interactive activity, Sorting Soft, Smooth, and Scratchy Stuff, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Hands-On Science and Technology for Ontario

bumpy

plastic soft

hot

glass

wood

rigid

hard

blue pliable

cold

recycled

red

characteristic ringing uneven pink sharp

yellow

rough joined

shiny

metal

waterproof

Have students use a computer wordprocessing program to create their riddles. Alternatively, have them use their list of characteristics to create a text-visual using a program such as a Wordle, as in the following example:

■

smooth

Have students examine the materials and sort them by texture (e.g., fuzzy, smooth, soft, scratchy). Then, have students complete Learning-Centre Activity Sheet: How Can I Describe Materials? (2.2.3) by cutting out small pieces of each type of material and gluing or taping each sample onto the sheet. Ask students to also suggest words to describe each piece of material. Encourage students to include both qualitative and quantitative observations. For quantitative observations, have students compare objects or measure in nonstandard units.

Enhance

wavy centimetres breakable

At the learning centre, provide scissors, glue or Scotch tape, along with a copy of LearningCentre Task Card: How Can I Describe Materials? (2.2.2) and copies of Learning-Centre Activity Sheet: How Can I Describe Materials? (2.2.3). Display samples of materials (e.g., wax paper, aluminum foil, rug swatches, cloth, leather, plastic grocery bags, transparent plastic sheets, sandpaper, paper towels). Label each material so students can use these terms when completing the activity sheet.

Have students add new words, including the term characteristic, along with examples and pictures to their Pictionary (2.1.2). When possible, encourage students to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

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loud

N

absorbent

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Learning Centre

•

Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.2.2

Date:

__________________________

Name:

________________________________________

N

Learning Centre

How Can I Describe Materials? 1. Look at the materials at the centre. Use your sense of sight to describe them. 2. Touch the materials at the centre. Use your sense of touch to describe them. 3. Sort the materials into groups, based on your own rules.

How Can I Describe My Object? My object is ________________________________________________ .

My object is ________________________________________________ .

My object is ________________________________________________ .

What object am I? __________________________________________

_____________________________________________________________ . 2.2.1

5. Write the name of each piece of material under it.

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Fold along line

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4. Cut out small pieces of six of these materials. Glue each piece onto the activity sheet. 6. Write words to describe each material.

2.2.2

2.2.3

__________________________

Name:

________________________________________

How Can I Describe Materials? Material

Describing Words

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Date:

2.2.3

2.2.1 – 2.2.3 – 143

Reproducibles

2.2.1

3 How Can We Sort Objects and Materials? 21st Century Competencies Critical Thinking: For early learners, the skills of comparing and contrasting represent important thinking and problem-solving skills. In this activity, students will sort and classify various objects according to what the objects are made out of.

Materials

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household and classroom objects made of different materials (e.g., wood, metal, plastic, rubber, paper, cloth) Hula-Hoops pencils index cards markers scissors glue magazines, flyers, and catalogues construction paper variety of objects made from different materials such as: wood (e.g., toothpicks, bark, wood shavings); plastic (e.g., cutlery, plastic wrap, bread tags, bingo chips); metal (e.g., paper clips, staples, aluminum foil, nails, screws); cloth (e.g., yarn, wool, thread, various swatches of fabric); paper (e.g., plates, napkins, wrapping paper, stickers) variety of Indigenous stories (e.g., Nanabosho Steals Fire by Joe McLellan; Brother Earth, Sister Sky by Susan Jeffers; “Tunka-shila, Grandfather Rock” and “Wind and Weather” in Keepers of the Earth by Michael Caduto and Joseph Bruchac) poster paper art supplies (e.g., markers, pencil crayons, crayons) Activity Sheet: How Can We Sort Objects and Materials? (Photocopy onto ledger-size paper for students.) (2.3.1) ledger-size paper (11 in. x 17 in.)

■ ■

Learning-Centre Task Card: Make a Materials Collage! (2.3.2) herringbone chart (from lesson 1) Pictionary (2.1.2)

Activate Review the word characteristic (from lesson 2), and refer to the class word wall. Have students, with a partner, describe three characteristics of each other (e.g., brown hair, brown eyes, freckles). When all students are finished, ask a few pairs to share their characteristics of each other. Gather students into a circle. Place the household and classroom objects onto the floor in the middle of the circle. Pass the items around the circle, one by one, so that each student has a chance to examine and describe each item. Introduce the guided inquiry question: How can we sort objects and materials? Have students sort the household and classroom objects according to the material from which each is made, then place the objects inside the Hula-Hoops according to material. Use an index card to label each Hula-Hoop group. Students will notice that some objects are made of more than one type of material. These can be left out of the sorted groups, you can add additional groups for these objects, or, depending on the prior knowledge of students, you can introduce intersecting Venn diagrams. For example: Wood

Metal

s

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3 Action: Part One

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Provide each student with a variety of magazines, flyers, and catalogues, as well as scissors, glue, and a copy of Activity Sheet: How Can We Sort Objects and Materials? (2.3.1). Have students find and cut out pictures of items that are made of wood, cloth, metal, glass, paper, and plastic. Then, ask students to sort their pictures by material and glue each onto the activity sheet in the circle to which it belongs.

Have students create posters that depict the four elements. This provides an opportunity for them to consider how to categorize and provide examples for each element. For example, they may include images of:

■

Activity Sheet Directions to students: Cut out pictures of objects made of wood, cloth, metal, glass, paper, and plastic, and sort them into groups. Glue each picture into the circle where it belongs (2.3.1). NOTE: Photocopy the activity sheet onto ledgersize paper so that students have more room to glue their cut-out pictures.

Assessment of Learning AoL Observe students as they describe and classify materials, build their sorting mats and/or Venn diagrams with Hula-Hoops, and create their collages. Encourage them to ask and answer their own questions. Use the Anecdotal Record sheet, on page 26, to record results.

Action: Part Two Introduce students to Indigenous knowledge of the four elements—Earth, Water, Air, and Fire. Invite a local Elder or Métis Senator to share their knowledge and traditional stories of the elements, and to discuss what the significance of each element is to Indigenous peoples. A variety of Indigenous children’s books can also be used to explore this topic. For example: ■ ■

■ ■

Earth: rocks, soil, clay, brick Air: wind, kites, sailboats, birds Water: rivers, lakes, rain Fire: camp fire, candle, lightning

Learning Centre

V-S

At the learning centre, provide a copy of Learning-Centre Task Card: Make a Materials Collage! (2.3.2), along with construction paper, scissors, glue, and a variety of objects made of different materials such as: ■ ■

■

■ ■

wood (e.g., toothpicks, bark, wood shavings) plastic (e.g., cutlery, plastic wrap, bread tags, bingo chips) metal (e.g., paper clips, staples, aluminum foil, nails, screws, bolts) cloth (e.g., yarn, wool, thread, various fabrics) paper (e.g., plates, napkins, wrapping paper, stickers)

Have students create collages made of only one type of material. Have them title their picture with the name of the material used (e.g., Metal). Assessment of Learning AoL Observe students as they work at the centre, focusing on their ability to sort and identify materials. Use the Anecdotal Record sheet, on page 26, to record results.

Nanabosho Steals Fire by Joe McLellan Brother Earth, Sister Sky by Susan Jeffers

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■

Keepers of the Earth (“Tunka-shila, Grandfather Rock” and “Wind and Weather”) by Michael Caduto and Joseph Bruchac

3 Consolidate and Debrief ■

■

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

■

Revisit the guided inquiry question: How can we sort objects and materials? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

Before students begin testing, ask them to select a material and state the question they are trying to answer (e.g., Which object is the shiniest?). Provide each student with a new copy of Activity Sheet: How Can We Sort Objects and Materials? (2.3.1), and have them record their question on the activity sheet. Then, have them rank the items that they test according to relative characteristics such as shininess (or softness, hardness, thickness, smoothness). After students have tested same-material objects, they can place them in sequence, from, for example, least shiny to most shiny. Finally, encourage students to use the vocabulary of the inquiry by asking them why they made such a sequence. ■

Access the interactive activity, Sorting by Material, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

Have each student take home a new copy of Activity Sheet: How Can We Sort Objects and Materials? (2.3.1) to complete with drawings or photographs of objects found around the home and sorted according to the materials from which the objects are made.

■

Challenge students to sort collections other than by materials from which they are made.

■

Have students conduct tests on a variety of same-material objects found in the classroom. For example: ■

■

■

■

■

146

Test pieces of wood for softness by scratching them with a nail or by hitting them with a hammer. Rate metals for shininess by ordering them from shiniest to dullest. Test rock samples for hardness with a nail scratch test. Compare the thickness of various types of cloth. Compare fabric samples for smoothness.

Hands-On Science and Technology for Ontario

•

Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.3.2

Date:

__________________________

Name:

V-S

________________________________________

Make a Materials Collage!

How Can We Sort Objects and Materials? Wood

Learning Centre

A collage is a piece of art made from many smaller things to create one large picture.

Metal

1. Make a collage using only one type of material: wood, plastic, metal, cloth, or paper.

Plastic

Paper

Glass

An object made of more than one material is: ______________________________________________________________. It is made of ________________________________________________. 2.3.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Cloth

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. Label your artwork with the name of the type of material you used.

2.3.2

2.3.1 – 2.3.2 – 147

Reproducibles

2.3.1

Why Are Some Materials Better 4 Than Others for Certain Jobs? 21st Century Competencies

Materials ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■

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four bowls, labelled A, B, C, and D apple (whole) potato (whole) timer several kitchen utensils (paring, plastic, and butter knives; peeler. For teacher use only.) plastic food wrap chart paper markers paper pencils crayons Activity Sheet: Why Are Some Materials Better Than Others for Certain Jobs? (2.4.1) Image Bank: Indigenous Tools (see Appendix, page 311) projecting device or computer/tablet with Internet access Learning-Centre Task Card: What If... (2.4.2) herringbone chart (from lesson 1) Pictionary (2.1.2)

Activate Have students observe and examine the whole apple and the whole potato. Ask them to describe the inside and outside of each. NOTE: Students can use background knowledge to describe what the inside of each looks like.

How are the outside of the apple and the outside of the potato the same? How are they different? How are the inside of the apple and the inside of the potato the same? How are they different?

■

■ ■

■

Focus now on tools used to peel, cut, and mash the potato and apple. Ask: What might I use to cut up the potato and apple? What might I use to peel each? What if I wanted to make mashed potatoes or apple sauce? How could I mash them?

■

■ ■

As each question is asked, have students discuss their background knowledge of these utensils (knife, peeler, and masher). Discuss the design of each and how it is used. Have students role-play peeling, cutting, and mashing the potato or apple. Introduce the guided inquiry question: Why are some materials better than others for certain jobs?

Action: Part One SAFETY NOTE: During this activity, teachers will be cutting the potato and the apple. Review safety issues before using knives, and stress that students should not use sharp utensils.

!

Display—but do not identify—the kitchen utensils. Have students describe each knife and the peeler and predict which utensil is best for removing the skin from the apple and the potato. Record students’ predictions on chart paper. Test their predictions by trying to peel the apple and potato with each knife and the peeler. Ask: ■

Which utensil works best? Why?

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Critical Thinking and Communication: Students will examine various kitchen utensils to predict which ones will be best for various jobs. They will then make predictions and observations about what will happen with apple and potato slices under different conditions. They will also examine traditional Indigenous tools to determine why specific materials were used for certain tasks.

Record descriptions on chart paper. Have students compare and contrast the outside and the inside of the apple and the potato. Ask:

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4 Now, ask students to predict which utensil is best for slicing the apple and the potato. Record their predictions on chart paper. Test their predictions by trying to slice the apple and the potato with each of the knives and with the peeler. Ask: ■

Which utensil works best? Why?

Complete the slicing of the apple and the potato. Have students observe and examine the slices. Ask: ■

■ ■

■

■

What do you think will happen if we leave these slices on the table for a long time? Why do you think this will happen? Why do you think the apple and the potato will turn brown? Can you think of a way we could stop the apple and the potato from turning brown? What could we use?

Place half of the apple slices in bowl A, uncovered. Wrap the other half of the apple slices in plastic wrap, and place them in bowl B. Do the same with the potato slices, and place in bowls C and D. On a sheet of chart paper, recreate the chart from the activity sheet. Point to the word prediction, and remind students that a prediction is a guess about what will happen. Have students predict what will happen to the apple and potato slices if they are left in the bowls for 20 minutes, 40 minutes, and one hour. Record their predictions on the chart. Give each student a copy of Activity Sheet: Why Are Some Materials Better Than Others for Certain Jobs? (2.4.1). Have students complete the first column of the chart by drawing pictures to show what the slices in each of the four

bowls look like immediately after being peeled and sliced. Then, have students sketch, in the appropriate columns of their charts, what they predict the slices will look like in each bowl after 20 minutes, after 40 minutes, and after one hour. NOTE: Although students in grade 1 are not required to measure the passage of time in standard units, they might think of 20 minutes as the same (or almost the same) amount of time as recess, or a particular TV show. Teachers are encouraged to have a discussion with students about the passage of time, and to use a timer, as opposed to a clock, to measure passage of time for this activity.

Continue with other classroom activities. Every 20 minutes, have students examine the apples and potatoes again. Point to the word result at the top of the second column of the chart on chart paper, and explain that the term means what really happens in an experiment. Record students’ observations of the results on the chart. At each 20-minute interval, have students record their observations in the appropriate column of their own chart.
Have students infer why the apples and potatoes wrapped in plastic wrap did not go brown. Discuss the characteristics of the plastic wrap that make it useful for preventing the apple and potato slices from turning brown quickly. Also, discuss other ways that plastic wrap is used in the home (e.g., wrap sandwiches and other foods for lunch, wrap leftovers from dinner). NOTE: Students do not need to provide a complex scientific explanation. They can simply say that when the apple and potato slices are covered with plastic wrap, the slices will not turn brown quickly because the air cannot get at them. A characteristic of plastic wrap is that it does not let air through.

Have students complete the chart on their activity sheet by drawing pictures to show what the apple and potato slices in each of the four bowls look like after the hour has passed.

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Complete the peeling of the apple and the potato.

4 Activity Sheet Directions to students: Draw to show what the food in each bowl looks like before the experiment, and how you think each will look at each 20-minute interval. Then, draw the results of the experiment at each time interval (2.4.1).

Action: Part Two Introduce students to traditional tools of Indigenous peoples in Ontario. Use Image Bank: Indigenous Tools, which depicts tools used by a variety of Indigenous peoples. As each image is projected, have students: ■ ■

■

describe the characteristics of the object predict how the object was made and what materials were used predict what the tool was used for

As students share their ideas, provide background information (included in the Appendix, on page 311). Discuss why certain materials were used in the construction of these tools.

■

■

Have students work together to answer the questions. Discuss the material that each item is really made from and the properties of those materials (e.g., a basketball is made of rubber, because rubber bounces well). Teachers can consider having pairs of students act out the “What If” situations for their classmates.

Consolidate and Debrief ■

Revisit the guided inquiry question: Why are some materials better than others for certain jobs? Have students share their knowledge, provide examples, and ask further inquiry questions.

■

Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new terms, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

■

■

NOTE: Consider taking field trips to local museums that may have collections of similar artifacts from Indigenous peoples specific to your area.

Learning Centre

TER IN

At the learning centre, display a copy of Learning-Centre Task Card: What If... (2.4.2). Have students play “What If...,” which focuses on properties of materials. Ask students to imagine what would happen in the following situations: ■

What if a basketball were made of rock?

What if your shirt were made of wood? What if your kitchen pots were made of paper? What if your mittens were made of aluminum foil?

Enhance ■

Conduct investigations to find out what other materials would stop the apple and potato slices from turning brown (e.g., plastic bags, paper bags, aluminum foil, wax paper). Encourage students to think of materials they could use that would be environmentally friendly. Also, encourage students to think

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Assessment as Learning AaL Have students use the Science and Technology Journal sheet, on page 28, to reflect on what they learned during this lesson’s investigation.

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4 of ways they could be more environmentally conscious about their own use of materials (e.g., reuse zipper-lock storage bags or aluminum foil, use plastic food containers). Students may also suggest the use of lemon juice to prevent food from turning brown. Ask which method is more or most sustainable. To focus on creativity, give students everyday objects, and have them come up with alternative uses for them. See the following link for examples: . Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

SAFETY NOTE: The following activity has students observing carpentry tools. Preface ! the activity by promoting safety awareness when handling tools that can cause injury if caution is not observed at all times. Having an extra adult or two around during this activity is recommended. ■

Have students examine and manipulate carpentry tools (e.g., hammer, screwdriver, sandpaper, nail, tape measure, pliers). Focus on the function of each tool and the material(s) of which it is made. Be clear that both the material(s) the tool is made of and how the tool is constructed affect the function of the tool. Some materials, for example, can be more easily changed (manipulated—cut, and so on) by a smooth edge, others by a serrated edge, each of which performs a different function.

■

Access the interactive activity, Matching Materials With Tools, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Materials, Objects, and Everyday Structures

151

152 – 2.4.1 – 2.42 After 20 minutes Prediction Result

After 40 minutes Prediction Result

After 1 hour Prediction Result

2.4.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

___________________________________________________________________________________________

___________________________________________________________________________________________

What did you learn? _____________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

What happened during this experiment? _________________________________________________

D

C

B

A

Before

Why Are Some Materials Better Than Others for Certain Jobs?

Reproducibles 2.4.1

TER IN

What if a basketball were made of rock? What if your shirt were made of wood?

What if your kitchen pots were made of paper? What if your mittens were made of aluminum foil?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.4.2

Learning Centre

What If…

1. Read the four “What if…” questions in the boxes below.

2. Choose one question to work on in your group.

3. Talk about what life could be like if this event actually happened.

4. Act out the event. All members of your group must have a part.

2.4.2

How Can Different Materials 5 Be Used to Construct Objects? 21st Century Competencies

Discuss students’ responses to these questions.

Creativity: Students will design and build a bed that meets certain design criteria for a teddy bear of their choice. Students will use various materials in the design and justify their use. They will also design and build a canoe that floats.

Introduce the guided inquiry question: How can different materials be used to construct objects?

■ ■ ■ ■ ■

■

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■

■

■

■ ■

■ ■

Goldilocks and the Three Bears (any version) cloth-covered (upholstered) chair metal chair wooden chair variety of stuffed bears (of a suitable size for students to build beds for) variety of materials for building beds for stuffed bears (e.g., shoeboxes, pillow stuffing, small pillows, small blankets/towels/ cloths, packing tape) Activity Sheet A: How Do the Materials and Design of Chairs Differ? (2.5.1) Image Bank: Traditional Canoes (see Appendix, page 311) materials for building canoes (as determined by students) projection device or printer (for the Image Bank) Activity Sheet B: Building a Canoe (2.5.2) Learning-Centre Task Card: Build a Bed for Your Bear (2.5.3) herringbone chart (from lesson 1) Pictionary (2.1.2)

Present the three chairs to students. Ask: ■ ■ ■ ■ ■ ■

What are chairs used for? How are all these chairs the same? How are they different? What is each chair made from? Where does wood come from? Which is the strongest chair? Why?

Have students examine each chair, including materials used and type of construction. Provide each student with a copy of Activity Sheet A: How Do the Materials and Design of Chairs Differ? (2.5.1). On the activity sheet, have students draw a picture of each chair and record how the chairs are similar to and different from each other. Activity Sheet A Directions to students: Examine the three chairs. For each chair, do the following: In the first column, draw a picture of it. In the second column, tell how many legs it has. In the third column, use a check mark to show if the chair has a back on it. In the fourth column, use a check mark to show if the chair is made mainly of wood, metal, or cloth (2.5.1).

Activate

Action: Part Two

Read Goldilocks and the Three Bears to students. Discuss the story, and focus on the chairs that Goldilocks sat on. Ask:

Have students explore the construction of canoes, which were an Indigenous invention. Canoes were made from materials available in the local area. In areas with birch bark, that material was used for canoes. In the north, hides were used over wood frames. In the west, large trees were hollowed out. Display Image Bank: Traditional Canoes. Have students discuss the

■ ■ ■ ■

What was wrong with Mother Bear’s chair? What was wrong with Father Bear’s chair? Why was Baby Bear’s chair just right? What do you think the chairs in the story were made of?

S TP

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Materials

Action: Part One

5 characteristics of the various boats, focusing on similarities, differences, materials, and designs. Divide the class into student pairs, and challenge each pair to design and construct a model canoe. As a class, co-construct criteria for the project, such as: ■ ■ ■

Assessment for Learning Af L Prior to having students work at the learning centre, co-create criteria for the bed’s design and construction. For example:

floats in water stays upright does not leak holds a small object

Provide each student with a copy of Activity Sheet B: Building a Canoe (2.5.2). Have students use the sheet to guide the technological problem-solving process and assess how they met the criteria. Provide access to materials as identified by students. Guide them through the process providing descriptive feedback as appropriate. Once all pairs have completed their canoes, have them demonstrate the canoes for the class. Discuss various designs and materials and how they met the project criteria. Activity Sheet B Directions to students: Use the sheet to record your work as you design and construct a model canoe (2.5.2).

Learning Centre

NOTE: Send home a letter to families ahead of time, asking for help collecting items for the learning centre.

K B-

■ ■ ■ ■

Conference with students individually, and have them present their bed. Encourage them to explain how their bed meets the criteria. Use the Individual Student Observations sheet, on page 27, to record results.

Consolidate and Debrief ■

■

S TP

At the learning centre, provide a variety of stuffed bears, various materials for making beds for the stuffed bears (e.g., shoeboxes, pillow stuffing, small pillows, small blankets/towels/ cloths, packing tape), along with a copy of Learning-Centre Task Card: Build a Bed for Your Bear (2.5.3). Have students select a bear from the collection. Then, have students select whatever materials they want to build a suitable bed for their bear.

My animal fits in its bed. My bed is comfortable for my animal. My bed is made of at least three materials. The materials used in my bed are labelled.

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■

Revisit the guided inquiry question: How can different materials be used to construct objects? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Ensure the book Goldilocks and the Three Bears is available at the centre for students to reference.

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5 ■

Have students order the chairs according to mass or comfort. Students could also predict the strength of each chair (and order them by strength) based on materials and construction.

■

Have students complete Enhance Activity Sheet: Exploring Objects and Materials at Home (2.5.4) at home by drawing pictures of the different doors in their homes and checking off the characteristics and materials used for each door.

■

Have students conduct an inquiry into how various animals make their beds. For example: ■ ■ ■

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Enhance

What does a deer use for its bed? How does a bird build its nest? What bedding does a squirrel use?

■

Access the interactive activity, Sorting Seats, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Materials, Objects, and Everyday Structures

155

2.5.1

2.5.2

Name:

________________________________________

Project criteria: _____________________________________________ Metal

Material

Cloth

__________________________

Building a Canoe

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Wood

_____________________________________________________________

Materials needed: ____________________________

______________________________

____________________________

______________________________

____________________________

______________________________

Did you meet the project criteria? How? ___________________ _____________________________________________________________ _____________________________________________________________

2.5.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Number of Legs

Back

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Our design:

Chair

2.5.2

2.5.3

2.5.4

K B-

Date:

Learning Centre

Build a Bed for Your Bear

__________________________

________________________________________

Exploring Objects and Materials at Home

1. Choose a stuffed bear.

Number of Handle Windows

2. Look at the materials for building a bed. ■■

Name:

Wood

Metal

Screen

How could you use these materials to make a bed for your stuffed bear? Front Outside Door

3. Design a bed for your stuffed bear.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. Construct the bed from your design, using some or all of the materials at the centre. 5. Check the class criteria to make sure you are on track!

2.5.3

156 – 2.5.1 – 2.5.4

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Name: __________________________

How Do the Materials and Design of Chairs Differ?

_________________________________________

Date:

Date:

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Bedroom Door

Back Door

Another Door

2.5.4

How Do We Decide Which Materials 6 Are Best to Do a Job? 21st Century Competencies

Activate

Critical Thinking and Creativity: Students will test various materials to analyze how well each absorbs water. Students then design and build their own raincoat, followed by the testing and design of an insulating container.

Read a story about rain to the class. Discuss the book, and ask: What do you do to stay dry when it rains? How do you dress when it rains? Why does the water not go through your raincoat?

■ ■ ■

Materials

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■

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Why Do Puddles Disappear by Martha Rustad, The Rainy Day by Anna Milbourne, or Mud Puddle by Robert Munsch (or another story about rain) raincoats, slickers, or ponchos rubber boots umbrellas eyedroppers (one for each working group of students) small containers of water (one for each working group of students) paper towels materials that vary in ability to absorb water (e.g., cotton, rayon, linen, waterproof nylon, and plastic) (Label each material by name. Have one of each material sample for each working group.) scissors glue or Scotch tape chart paper markers Activity Sheet: Testing Water on Different Materials (2.6.1) Learning-Centre Task Card: How Would You Make a Raincoat? (2.6.2) Rainwear Pattern Tracers (2.6.3) Learning-Centre Activity Sheet: My Rainwear Sample (2.6.4) herringbone chart (from lesson 1) Pictionary (2.1.2)

Have students examine the raincoats, slickers, or ponchos, and the rubber boots and umbrellas. !

SAFETY NOTE: To avoid injuries, have students examine the umbrellas without opening them.

Ask students: ■ ■

What are the materials like for this clothing? How are the materials different from the clothing you are wearing now?

Introduce the guided inquiry question: How do we decide which materials are best to do a job?

Action Divide the class into working groups, and have the groups examine and describe the characteristics of the various materials (e.g., cotton, linen, nylon, plastic). Ask the groups to predict and sort the materials according to those that are most likely to let water through and those that are least likely to let water through. Divide a sheet of chart paper into two columns. Title the first column “Predictions” and the second column “Results.” Record students’ predictions in the first column. Introduce the word absorb. Explain that when a material absorbs water it means that the material soaks up the water. Introduce the word waterproof. Explain that when a material does not allow water to soak into or through it, it is called waterproof.

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■

6

Now, have students place each cloth sample onto a separate sheet of paper towel. Ask students to squeeze a total of five drops of water onto each sample. Then, tell students to lift up the samples to observe the paper towels beneath, to see through which samples the water leaked onto the paper towels. Record the results on the chart paper in the second column. Ask: ■ ■ ■ ■

Which samples absorb the most water? Which samples absorb only a bit of water? Which samples do not absorb water? If you had to make your own raincoat or umbrella, which materials would you use?

Have students repeat the water-drop experiment, but this time placing 10 drops of water onto the cloth samples. Again, have them predict then test to see if the results from the previous experiment change. Record predictions and results on chart paper. Distribute a copy of Activity Sheet: Testing Water on Different Materials (2.6.1) to each student. Have students complete it. Activity Sheet Directions to students: Print the names of the different materials you tested in the first column. Use a √ to show when the water soaked through and an X to show when the water did not soak through (2.6.1).

Assessment of Learning AoL Observe students as they conduct the waterdrop tests. Check for: ■ ■ ■ ■

counting observational skills ability to describe results ability to determine the best material for a raincoat or an umbrella for repelling water

List the criteria on the Rubric, on page 36, and record results.

Learning Centre

V-L

At the learning centre, provide a variety of fabric samples (including some that are waterproof), scissors, and glue or Scotch tape, along with a copy of Learning-Centre Task Card: How Would You Make a Raincoat? (2.6.2), copies of Rainwear Pattern Tracers (2.6.3), and copies of LearningCentre Activity Sheet: My Rainwear Sample (2.6.4). Have students write about which material(s) they would use to make a raincoat. Then, have students use the pattern tracers to cut out a raincoat, rain hat, and rain boots from the materials they have selected. Students can glue or tape their rainwear onto the paper doll on the activity sheet.

Consolidate and Debrief ■

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Revisit the guided inquiry question: How do we decide which materials are best to do a job? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, including the terms absorb and waterproof, and illustrations to the class word wall. Also, include the words in other languages, as appropriate.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Distribute eyedroppers, containers of water, and some paper towels to each group. Give students time to practise using the eyedroppers by having them count out and drop five drops of water from the eyedropper onto a paper towel.

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6 Have students add new words, including the terms absorb and waterproof, along with examples and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Have students research the definitions of related terms (e.g., waterproof, waterresistant, and waterlogged).

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The opposite of waterproof, in a way, is quick-dry materials that allow vapours to freely move through them. Have students examine, then test, a cotton and a Quick-Dry T-shirt to decide which would be better to wear while exercising on a hot day, and why.

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Have students try the water-drop experiment at home to test how other materials absorb water. (Make sure they check with their parents/guardians first.) Explain that they can test objects such as plastic tumblers, plates, socks, gloves, and jeans. Have them report back to the class.

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Have students observe, compare, and test the insulating properties of several materials. Take five large zipper-lock bags, and fill four of the bags with a different material such as feathers, Styrofoam chips, cotton batting, and aluminum foil (the fifth large bag is not filled). Take five small zipper-lock bags, and put four ice cubes in each bag. Seal the bags. Place one small bag containing ice cubes inside each large bag. Try to have about three centimetres of insulating material around the bag with ice cubes. Place the fifth small bag of ice cubes into the last large zipper-lock bag that is filled with air only, another interesting insulator.

Have students predict how the outer (large) bags will feel (cold, warm, hot). After a few minutes, have students feel the outer bags to determine how well the materials are insulating the ice cubes. Leave the bags for several hours, but check them regularly to see how long it takes the ice cubes in each bag to melt. NOTE: This is a good opportunity to introduce the science concept of controlling variables. For students, this will mean making the test as fair as possible. Therefore, it is important to ensure that there are equal amounts of materials placed inside each of the large bags, no bag is placed in a sunny or warm location, and the bags are filled at the same time. ■

Organize a centre at which students can test the insulating properties of materials. Provide a variety of materials (e.g., shoeboxes, plastic containers, metal containers, fabric samples, cotton batting, wood shavings, shredded paper). Challenge students to design a container that will keep an ice cube frozen for the longest amount of time possible. As a class, co-construct criteria for this challenge. Over a period of days, have each student in the class design and construct an ice-cube keeper. When all ice-cube keepers have been made, have students examine, compare, and contrast them. Also, have students predict which ice-cube keeper will keep an ice cube frozen for the longest period of time. Record students’ predictions on chart paper, and set a date for the test. On test day, place an ice cube into each container at the beginning of the day, and check on the ice cubes every hour to determine results. Record these results, and have students infer why some ice-cube keepers worked better than others (e.g., Why do you think the ice cube melted in this ice-cube keeper so quickly? Why do you think this ice-cube keeper kept the

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ice cube frozen for four hours?). Compare the ice-cube keepers to actual items used to keep food cool (e.g., Thermos, cooler, thermal lunch bag). ■

Access the interactive activity, Build a House, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.6.2

Date:

__________________________

Name:

V-L

________________________________________

Testing Water on Different Materials Material

5 Drops

Learning Centre

How Would You Make a Raincoat? 1. Think about what you have learned about materials and water.

10 Drops

2. Look at the materials at the centre. Think about which of these materials would be best for making a raincoat. You can use one material or as many different materials as you want.

4. Use the tracers to cut out a raincoat, rain hat, and rain boots from the material(s) you described in your writing. 5. Glue the pieces onto the paper doll on the learningcentre activity sheet.

2.6.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3. Write your ideas on the learning-centre activity sheet. Explain why you chose the material(s) you did.

2.6.2

2.6.3

2.6.4 Date:

__________________________

Name:

________________________________________

My Rainwear Sample

2.6.3

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Rainwear Pattern Tracers

2.6.4

2.6.1 – 2.6.4 – 161

Reproducibles

2.6.1

Why Is It Important to Choose 7 the Right Material for the Job? 21st Century Competencies

Action: Part One

Critical Thinking and Creativity: Students will use various materials to build dwellings of their own design. They will also investigate and compare the designs and materials used in traditional Indigenous shelters.

Pass around the straw, stick, and brick for students to examine and manipulate. Have them to describe the properties of each material. Ask:

Materials

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The Three Little Pigs (several versions) straw (the dried stalk of grain, not a drinking straw. Straw, or fabrications, is available at craft stores.) sticks or Popsicle sticks LEGO (to be used as bricks) brick collection of materials that can be used to join or fasten materials (e.g., stapler and staples, various types of tape, paper clips, string, wool, glue, elastic bands) chart paper markers sample real-estate ads paper pencils Activity Sheet: Building Houses (2.7.1) Native Homes, a book by Bobbie Kalman Learning-Centre Task Card: Buy My House! (2.7.2) herringbone chart (from lesson 1) Pictionary (2.1.2)

Activate Read various versions of The Three Little Pigs to students. Discuss the story, focusing on the materials that the pigs’ houses were made of. Discuss the text and illustrations to explore these concepts. Introduce the guided inquiry question: Why is it important to choose the right material for the job?

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What does the straw/stick/brick look like? What does the straw/stick/brick feel like? Does the straw/stick/brick appear to be made of the same material throughout? What do humans use straw/stick/brick for? Where does straw/stick/brick come from?

Have students share their background knowledge and predictions of where straw and sticks come from, and how bricks are made. As a class, conduct research to answer these questions. Focus on the houses built by the three pigs. Ask: ■ ■ ■

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What objects did the three pigs build? What did the first pig build his house out of? What did the second pig build his house out of? What did the third pig build his house out of? Which pig chose the best material to build his house? Why is it the best material? Why could the wolf not blow down the house made of bricks? Why do you think the house made from bricks was so strong? Why were the houses made of straw and sticks not as strong? How do you think the materials used for each house were joined together?

Discuss, and record students’ ideas on chart paper.

Action: Part Two

S TP

Divide the class into working groups. Explain that each group is going to design and build three houses. Before students begin, discuss and establish criteria to follow for building the houses. For example, criteria could include:

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Our house stands on its own. Our house fits on an index card (or other predetermined size). Our house uses two ways to join materials together. We can identify what materials we used to build our house. We can explain the reason why we built our house the way we did. I cooperated with the members of my group.

Have each group design and construct three houses: one made of straw, one made of sticks, and one made of LEGO bricks. Discuss which material is most sustainable. As they are building, encourage students to discuss the properties and characteristics of the materials they are using. Also, encourage them to find ways to fasten the materials together so that the houses are as sturdy as possible. Discuss what may happen if the materials are not fastened properly. Provide an opportunity for the groups to present their houses to the class. Invite students to discuss the materials they used, the properties of those materials, the fasteners they used, and the sturdiness of their houses. During these presentations, have students identify the sources in nature of some of the materials they used (e.g., straw is the remaining dry stalk of a cereal plant after the grain or seed has been removed, sticks are wood that comes from trees). Distribute a copy of Activity Sheet: Building Houses (2.7.1) to each student, and have students draw a diagram of each of the houses built by their group. Activity Sheet Directions to students: Draw a diagram of each house that you built with your group. Put the houses in order from least sturdy to most sturdy (2.7.1).

Assessment of Learning AoL Use the Rubric, on page 36, to record whether or not students were able to follow the criteria outlined for the design task.

Action: Part Three Read the book Native Homes by Bobbie Kalman to the class. In the book, the author looks at dwellings built and lived in by Indigenous peoples across North America. Discuss the different kinds of dwellings Indigenous peoples built many years ago and the materials (e.g., animal hides, wood from trees) used to build them. Dwellings include longhouses, tipis, wigwams, and igloos. Have students select a dwelling and make a list of materials they would need to build it. Ultimately, this will show them that the materials are from nature, and that people depend on nature for survival. They will also become aware of different cultural perspectives. Encourage students to draw pictures of their selected houses, as well. NOTE: These modes of construction highlight the ingenuity and creativity of Indigenous peoples. They made use of the available materials. They also traded for items that were not available locally. These structures also reflected and determined the nature of social relations in the community, just as our homes do today.

Students may have an unexamined bias that homes are stationary, solid structures. Most Indigenous peoples moved their housing structures at various points in the year. Have the students examine what characteristics a home would have to have in order to be portable. Ask: ■

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Why did Indigenous peoples often live in movable homes? Why did Indigenous peoples start to live in unmovable homes? How did this affect their lives?

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Do we have movable homes today? What are some characteristics of movable homes? Why would people choose to live in movable homes?

Enhance

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Learning Centre

Display pictures of different kinds of houses (e.g., bungalow, two-storey, three-storey, duplex, apartment block, condo). As a class, discuss the materials used to build each type of housing, as well as the characteristics of each material.

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Take students on a walk around the neighbourhood to look at houses and identify the materials used in the construction of each house. Discuss how materials are joined together (e.g., nails, screws, concrete, mortar, glue).

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Challenge students to use a large refrigerator box to build a playhouse for the classroom. As a class, brainstorm features that the playhouse would need (e.g., door, windows, curtains). Students may also want to include features such as a cozy reading rug, window boxes, and carpeting. Have them design the playhouse, collect the materials to construct it, then build it at an activity centre. They may want to keep the playhouse as a permanent reading or play centre.

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Access the interactive activity, Materials Used to Build Playgrounds, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

L-M

At the learning centre, supply samples of realestate ads, paper, markers, and pencils, along with a copy of Learning-Centre Task Card: Buy My House! (2.7.2). Have students create ads for one type of house built by the three little pigs. Make sure students understand the importance of promoting the features of their home in their ads.

Consolidate and Debrief ■

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Revisit the guided inquiry question: Why is it important to choose the right material for the job? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

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Encourage students to share their ideas. NOTE: This is an excellent opportunity to invite a local Elder or Métis Senator to speak to the class about lifestyle changes for Indigenous peoples as their nomadic way of life ceased.

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__________________________

Name:

Building Houses Strongest House

_________________________________________

2.7.1

L-M

2.7.2

Learning Centre

Buy My House!

The three little pigs worked hard to build their homes.

1. Think about the three different houses the pigs built.

2. Imagine you are selling one of the houses, and you have to make an ad for the newspaper.

2.7.2

2.7.1 – 2.7.2 – 165

Reproducibles

2.7.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

House made of ____________ House made of ____________ House made of ____________

Weakest House

Date:

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

What Kinds of Waste Do We 8 Produce in the Classroom? 21st Century Competencies Citizenship and Character: Students analyze the waste produced in class, and look at ways of reducing waste and diverting more materials away from landfill. They will also discuss ways that local Indigenous peoples used resources, with little waste.

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Activate Display the classroom garbage can, recycling bin, and composter. Ask: ■

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What kinds of objects do we put in the recycling bin? Why do we recycle? What kinds of objects do you recycle at home?

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Where do the objects go to be recycled?

Have students share their ideas and background knowledge. Ask: ■

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What kinds of objects do we put in the garbage can? Why do we not recycle these objects? What kinds of objects do you put in the garbage bins at home? Where do these objects go when they are taken away from the school or your home?

Have students share their ideas and background knowledge. Ask: ■

■ ■

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What kinds of objects do we put in the composter? Why do we compost? What kinds of objects do you compost at home? What happens to the objects that are composted? How do we use the composted materials?

Construct a t-chart as in the following example: Garbage

Recycling

Compost

Brainstorm a list of objects that are put in the garbage, those that are recycled, and those that are composted. Introduce the guided inquiry question: What kinds of waste do we produce in the classroom?

Action: Part One

S

Using the chart created above, have students identify the material from which each waste item is made (e.g., wood, plastic, steel, aluminum, paper, cloth). Also, classify each material as natural (found in nature) or made by humans.

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classroom garbage can classroom recycling bin classroom composter markers chart paper Activity Sheet: Video Viewing Guide (2.8.1) computers/tablets with Internet access YouTube video(s) about recycling, reusing, and reducing (“The 3 R’s for Kids” and/or “Recycle” ) projection device drawing paper writing paper pencils art supplies (e.g., crayons, paint, paintbrushes) Learning-Centre Task Card: Why Recycle? (2.8.2) herringbone chart (from lesson 1) Pictionary (2.1.2)

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8 Action: Part Four

S

Before watching the video, project Activity Sheet: Video Viewing Guide (2.8.1), and review the headings with students. Explain that, as a class, you will complete the sheet together after watching the video.

Have students explore how Indigenous peoples traditionally showed their respect to their environment and their natural resources. For example, when they hunted and harvested animals, they did not take just the meat for food. They used all parts of the animal for various things. The Haudenosaunee, for example, used every part of the moose. On the prairies, people used all parts of the bison. In the north, they fully used seals or whales. Hides became clothing. Meat was eaten fresh or dried for later. Bones and horns and hooves were used for tools. Sinew was used for twine or thread.

After watching the video, complete the Video Viewing Guide. Focus discussion on the reasons why waste needs to be reduced, and on the importance of recycling.

Invite a local Elder or Métis Senator to present to the class about these techniques, or conduct research as a class to explore these forms of reducing waste.

Activity Sheet Directions to students: Complete the guide after you watch the video (2.8.1).

Learning Centre

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https://www.youtube.com/ watch?v=TjnNOCbuoCA “The 3R’s for Kids”

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https://www.youtube.com/ watch?v=BaFpv03hq-4 “Recycle”

Action: Part Two

S

As a class, on chart paper create a plan for waste reduction by making a list of ways to reduce the amount of waste produced in the classroom, both garbage and recycled materials. Be sure to have students explain why each action is important. Post your plan clearly for all students to see, and share it with others in the school. With each activity throughout the unit, remind students of the plan to which they are trying to adhere.

Action: Part Three

At the learning centre, provide drawing paper, writing paper, pencils, and art supplies (e.g., crayons, paint, paintbrushes), along with a copy of Learning-Centre Task Card: Why Recycle? (2.8.2). Have students reflect on why it is important to use recycled materials, and what could happen to the Earth if humans used only new materials and did not recycle.

Consolidate and Debrief ■

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Revisit the guided inquiry question: What kinds of waste do we produce in the classroom? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions.

s

Construct a tally chart near the classroom garbage can and the recycling bin. Have students check off each time they place an item in each bin. Work together to try to reduce the amount of waste produced in the classroom.

EX

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Next, have students watch a video related to recycling, reusing, and reducing. For example:

8 ■

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Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Enhance

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Introduce students to the idea of middens, which are treasured archaeological finds— waste areas that tell a great deal about past generations and human history. Archaeologists love discovering middens because they tell us so much about the people and their lives. What would future generations or aliens infer about us from what we throw out? Does everyone in the world have the same garbage?

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Set up a vermicomposter in the classroom to compost lunch waste, then use the resulting materials for garden or plant fertilizer.

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Access the interactive activity, Sorting Classroom Waste, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.8.2

Date:

__________________________

Name:

________________________________________ EX

Video Viewing Guide

Why Recycle?

Name of video: _____________________________________________ New words:

Diagrams:

Learning Centre

1. Why do you think it is important to recycle? 2. What would happen to the Earth if we threw away all of our waste?

Main idea:

New questions I have:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Interesting facts:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3. Write about or draw what you think might happen if we did not recycle.

2.8.1 2.8.2

2.8.1 – 2.8.2 – 169

Reproducibles

2.8.1

How Can We Build Objects 9 With Recycled Materials? 21st Century Competencies

Activate

Creativity and Citizenship: Students will use recycled materials to design and construct a new product.

As students bring recyclable items to school, have them sort the items by type of material into the large boxes. When there are sufficient quantity and variety, display the items for students to examine. Ask:

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*NOTE: This lesson presents an opportunity for students to learn about recycling by having them collect recyclables from home. Send a note home to parents/guardians explaining the project, and ask them to help provide cleaned recycled materials for it. Items could include: ■ egg cartons ■ Styrofoam trays, plates, and cups ■ plastic and paper bags ■ boxes ■ plastic pop bottles and milk jugs ■ newspapers and wrapping paper ■ cardboard milk cartons ■ margarine tubs and other plastic food containers ■ cardboard tubes (from toilet paper or paper towels) ■ items determined by students after planning their projects (e.g., Scotch tape, masking tape, glue, paint, aluminum foil, sparkles)

■ ■

■ ■

Where did these objects come from? Why did you not just throw the objects in the garbage? Why is it important to reuse and recycle? How does reusing and recycling help the environment?

Introduce the guided inquiry question: How can we build objects with recycled materials?

Action: Part One Explain to students that they are going to make a new object from the materials collected. Have students brainstorm things they could make. Encourage students to make lists according to various functions. For example: ■

Items to hold things in the classroom: ■ ■ ■ ■

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Items for play: ■ ■ ■ ■ ■ ■ ■ ■

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boat car toy animal or doll rocket spaceship robot character(s) from books doll or model furniture

Items that help another living thing: ■ ■

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pencil holder crayon box desk organizer book/magazine holder

bird feeder birdhouse

Hands-On Science and Technology for Ontario

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several large boxes (for storing sorted recyclable items) chart paper markers Activity Sheet: Planning the Project (2.9.1) Learning-Centre Task Card: Constructing a Treasure Box (2.9.2) digital camera note to parents/guardians* small cardboard boxes art supplies (e.g., scissors, glue, crayons, paint, paintbrushes) variety of objects to use as fasteners (e.g., buttons, string, pipe cleaners, Velcro) herringbone chart (from lesson 1) Pictionary (2.1.2)

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9 ■ ■

butterfly house bat house ladybug house

NOTE: Teachers may also refer to children’s craft books for further ideas on items to make.

Once students have decided what they will build, divide the class into groups of students who are building similar items. Meet with the groups, and discuss criteria for their projects. Distribute a copy of Activity Sheet: Planning the Project (2.9.1) to each student, and have students record the criteria on it. NOTE: The activity sheet is to be filled out during the lesson. Make sure all students complete each section before continuing with the lesson.

Action: Part Two

S TP

Have students continue to use the activity sheet as a guide for planning and designing their projects. Have them record the type of object they are going to build, what the object will be used for, and why they have chosen to build it. Also, have them list the materials they will need for construction. Give students plenty of time to think about the criteria, as well as time to plan and design their object, draw a diagram of their design, and discuss how they might use the various recycled materials collected to build their items (e.g., a boat could be made from a milk carton, with a straw and a piece of cardboard for the sail; a rocket could be made from cardboard tubes; a bird feeder could be made from a clear pop bottle). Also, as a class, discuss any other things students think they will need to complete their projects. Be sure students address the issue of how to fasten materials together, and how to decorate. Have students record all their ideas on the activity sheet.

Assessment for Learning Af L Before students begin the construction process, conference with them individually to discuss their ideas for their object, design, and materials, and how they plan to meet the criteria. Use the Individual Student Observations sheet, on page 27, to record results.

Action: Part Three

S TP

Set aside an extended period of time for students to work on their projects. When all students have completed their projects, have them each present to the class. Provide an opportunity for each student to discuss their design and completed project with classmates, receive peer feedback, and assess if the design has met the project criteria. Activity Sheet Directions to students: List the criteria for the project. Record the name of the object you are going to build, what the object will be used for, and why you have chosen to build it. Draw a diagram of your design for the project. Also, list the materials you will need. After your presentation, look back at the criteria for the project. How did you do? Give yourself three stars and a wish. The stars are for three things you did well. Record what they are. The wish is for something you wish you had done better. Record that, too (2.9.1). NOTE: This is a two-page activity sheet.

Assessment of Learning AoL Take photographs of students with their constructed projects. Include these in a science and technology portfolio.

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9 Learning Centre

K B-

V-S

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Access the interactive activity, Building From Recycled Materials, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

At the learning centre, provide boxes, art supplies, and a variety of objects to use as fasteners (buttons, string, pipe cleaners, Velcro), along with a copy of Learning-Centre Task Card: Constructing a Treasure Box (2.9.2). Have students construct treasure boxes to hold special collections (e.g., hockey cards, shells, rocks, coins).

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Consolidate and Debrief ■

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Revisit the guided inquiry question: How can we build objects with recycled materials? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

Enhance

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After completing the projects, some students may want to build something else based on their classmates’ ideas. Provide similar materials at a centre for students to create new projects.

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Keep a big box in the classroom for collecting recycled materials. As an ongoing, year-long activity, have students use the materials to build items at a construction centre or the Makerspace centre.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.9.1

Date:

__________________________

Name:

Date:

________________________________________

Planning the Project

__________________________

Name:

________________________________________

Planning the Project (continued)

1. I am going to build ______________________________________ .

6. Materials I will need:

2. This object is used for ___________________________________ . 3. I have chosen to build this because _____________________ ______________________________________________________________.

____________________________

_______________________________

____________________________

_______________________________

____________________________

_______________________________

____________________________

_______________________________

____________________________

_______________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 5. Here is a diagram of my design:

2.9.1

_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

______________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. The criteria for this project are:

2.9.1

2.9.2

K B-

V-S

Learning Centre

Constructing a Treasure Box As a builder, your job is to design and build a treasure box to hold a special collection. 1. Design and build your container large enough to hold your treasures or collection. ■■

Make sure you can close and fasten your container so that your collection will not fall out.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. Decorate your container.

2.9.2

2.9.1 – 2.9.2 – 173

Reproducibles

2.9.1

What Can We Learn About 10 Structures in the School? 21st Century Competencies Critical Thinking: Students will compare and contrast various pieces of furniture, and sort or classify the furniture according to their own sorting rule. They will also compare and contrast traditional and present-day Indigenous structures.

Materials

■ ■ ■ ■

■

■

■ ■ ■ ■ ■ ■ ■ ■

piece of classroom furniture (e.g., student’s chair) chart paper markers two Hula-Hoops digital camera or tablet and/or recycled school- and office-supply catalogues Image Bank: Traditional Snowshoes and Lacrosse Equipment (see Appendix, page 311) projection device and/or computer with printer and paper scissors glue ledger-size paper (11 in. x 17 in.) (optional) Activity Sheet: Sorting Furniture (2.10.1) present-day lacrosse equipment present-day snowshoes herringbone chart (from lesson 1) Pictionary (2.1.2)

NOTE: Contact your physical education teacher for help to access lacrosse equipment and snowshoes.

Activate Point to a piece of classroom furniture (e.g., student’s chair). Ask: ■ ■ ■

What is this called? What is a chair used for? What does this structure support or hold up?

Explain to students that the chair is a “structure,” as is all furniture. Have students look around the 174

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■ ■ ■

From what materials are these structures made? What shapes do you see in the structures? Which structure is the biggest? Which structure is the smallest?

Have students share their ideas and background knowledge. Introduce the guided inquiry question: What can we learn about structures in the school?

Action: Part One Now, take students on a “structure parade” around the school to identify other furniture structures. Visit other classrooms, the library, the office, the computer lab, and the gym to see how many different structures students can find. As you walk around, stop to discuss the characteristics of various pieces of furniture, focusing on the design, materials, shapes, patterns, size, and so on of each piece. Take photographs of as many of the furniture structures as possible. Back in the classroom, display the photographs (or pictures from catalogues) for students to discuss. Print (or cut out) the photographs. Explain to students that, as a class, you are going to play a sorting game called “What Is My Rule?” Place several of the photographs inside the two Hula-Hoops according to your own rule (e.g., furniture with legs/furniture with no legs). Challenge students to identify your sorting rule. Continue this game by sorting the photos/ pictures according to different rules such as: ■ ■ ■

metal furniture/wood furniture big furniture/small furniture furniture to sit on/furniture not for sitting on

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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classroom and identify all the different pieces of furniture they see. Record these on chart paper. Discuss the various pieces of furniture. Ask:

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10 Provide each student with a copy of Activity Sheet: Sorting Furniture (2.10.1), scissors, and glue. Have students complete the activity sheet. Activity Sheet Directions to students: Cut out the pictures of the furniture, and sort them onto the sorting mat using your own rules. Record your sorting rule in the labelling boxes (2.10.1). NOTE: This is a two-page activity sheet. Do not photocopy back-to-back; students will be cutting out the images on the second page. Use ledger-size paper to enlarge the sorting mat so there is space to place the sorted pictures.

Have students share their ideas. Explain that lacrosse was invented by the Indigenous peoples who lived in what is now Ontario. Different groups, such as the Mohawk and Ojibwe, created their own unique designs for the sticks and balls. Some early lacrosse balls were made out of wood. Others were made of deerskin stuffed with hair. The first lacrosse sticks were like giant wooden spoons and had no netting. Later, the sticks were made with a netting scoop made of wattup (plant roots) or deer sinew. Next, display the present-day snowshoes for students to examine. Ask: ■ ■ ■

Action: Part Two Have students investigate structures invented by Indigenous peoples in Canada, and compare the structures to present-day versions of the same structures. Display the present-day lacrosse equipment for students to examine. Ask: ■ ■ ■ ■ ■

What are these called? What are they used for? What are the lacrosse sticks made of? What are the lacrosse balls made of? What do you know about how lacrosse is played?

Have students share their ideas. Now, display the images of traditional lacrosse equipment from the Image Bank. Ask: ■

■ ■ ■

How are these the same as present-day lacrosse equipment? How is the equipment different? What are the lacrosse sticks made of? What are the lacrosse balls made of?

What are these called? What are they used for? What are they made of?

Have students share their ideas. Now, display the images of traditional snowshoes from the Image Bank. Ask: ■

■ ■

How are these the same as present-day snowshoes? How are they different? What are they made of?

Have students share their ideas. Explain that the various groups of Indigenous peoples living in Canada developed their own styles of snowshoes. The Cree, for example, constructed large hunting snowshoes, while the Haudenosaunee made shorter and narrower snowshoes for travelling through forests. To extend this activity, plan an opportunity for students to play lacrosse or go snowshoeing. Your physical education teacher may be able to help plan these.

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Also, challenge students to sort the photos according to their own rules. Have their classmates identify the different sorting rules.

10 Consolidate and Debrief ■

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

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Revisit the guided inquiry question: What can we learn about structures in the school? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population.

■

Access the interactive activity, Sorting Furniture, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

Discuss with students the furniture found in homes, and compare it to the furniture found in a school. With help from family members, have students record the names or draw diagrams of furniture found in different rooms in their homes.

■

Have students build a dollhouse from a large cardboard box and then use smaller boxes and other materials to build furniture for the house.

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Have students cut out pictures of furniture from furniture catalogues. Then, have them glue the furniture onto Enhance Activity Sheet: Furniture in a Home (2.10.2), in the appropriate rooms.

NOTE: Enlarge the activity sheet onto ledger-size paper for student use.

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Name:

Bedroom

Furniture in a Home

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Kitchen

Bedroom

__________________________

Living Room

Bathroom

_________________________________________

__________________________

Name:

Sorting Furniture

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Date:

2.10.1

easy chair stool filing cabinet

table chair bench

cart chart stand sofa

student desk teacher desk bookshelf

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

_________________________________________

2.10.1 2.10.1

Sorting Furniture (continued)

✁

2.10.1

2.10.2

2.10.2

2.10.1 – 2.10.2 – 177

Reproducibles

Date:

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

What Can We Learn About 11 Natural Structures? 21st Century Competencies Critical Thinking: Students will compare natural versus human-made structures, and build a model of a natural structure (bird nest).

Materials ■

■

■ ■ ■ ■ ■

■ ■ ■ ■

■ ■ ■ ■

Introduce the guided inquiry question: What can we learn about natural structures?

Action: Part One

L LB

As a class, investigate natural structures in a variey of local areas. Take digital photographs of these structures for use back in the classroom. Plan ahead to locate some of the following in your local area: ■ ■ ■ ■

bird nests ant colonies spider webs beaver dams: Have a local Elder or Métis Senator guide the class in learning about the beaver and the beaver dam. They may also share traditional stories about the beaver. Indigenous peoples have long passed on knowledge from generation to generation through oral traditions, including storytelling. Storytelling is a traditional method used to teach about history, cultural beliefs, and ways of life.

Also, consider researching and sharing traditional stories and children’s books related to these natural structures. For example: ■

■

I Can’t Have Bannock But the Beaver Has a Dam by Bernelda Wheeler Turtle’s Race with Beaver by Joseph Bruchac

Activate

Action: Part Two

Read aloud the book A House Is a House for Me by Mary Ann Hoberman. Focus on the structures introduced in the book. Ask students:

On chart paper, record the names of several natural structures (e.g., bird nest, seashell, beehive, hornet’s nest, anthill, spider web). If available, display samples or pictures of some of these items for students to examine. Ask:

■

■ ■

From what types of materials are the structures made? Which structures are built by humans? Which structures are not built by humans?

■ ■

What is a bird nest made from? How do you think the bird makes the nest?

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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A House Is a House for Me, a book by Mary Ann Hoberman digital cameras children’s books about natural structures (e.g., I Can’t Have Bannock But the Beaver Has a Dam by Bernelda Wheeler, Turtle’s Race with Beaver by Joseph Bruchac) scissors glue chart paper markers natural materials for building bird nests (e.g., grass, weeds, twigs) (Have students collect these.) Plasticine, play dough, or modelling clay white glue water samples and/or pictures about natural structures (e.g., bird nest, seashell, beehive, hornet’s nest, anthill, spider web) projection device (optional) Activity Sheet: Structures (2.11.1) herringbone chart (from lesson 1) Pictionary (2.1.2)

Have students share their ideas and background knowledge.

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NOTE: Natural materials such as twigs and grass can be moulded together using diluted white glue.

Enhance ■

Encourage students to bring in examples of different natural structures. Display the structures on a table. Include magnifiers so students can closely examine the structures. Review safety and care before students handle the natural structures.

■

Have students create spider-web patterns. On black construction paper, have them first draw a spider web, then trace over the pattern with white glue. Pour salt over the entire web pattern, and then shake the excess salt into a bowl. Students can then make spiders from paper, clay, or play dough to attach to their webs.

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Have students create honeycomb patterns using sections cut out from cardboard egg cartons.

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Research and create snowflake designs. Snowflakes can also be captured and examined with magnifiers. On a snowy day, spray hairspray or plaster spray on black construction paper, and immediately go outside to capture snowflakes.

Distribute a copy of Activity Sheet: Structures (2.11.1) to each student. Have students complete the activity sheet. Activity Sheet Directions to students: Cut out the pictures, and sort them into two groups, one showing structures made by humans and one showing natural structures. Glue the pictures under the correct headings on the chart (2.11.1). NOTE: This is a two-page activity sheet. Do not photocopy back-to-back; students will be cutting out the images on the second page.

Consolidate and Debrief ■

■

■

■

Revisit the guided inquiry question: What can we learn about natural structures? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, reflective of the classroom population.

Materials, Objects, and Everyday Structures

NOTE: Keep the construction paper and spray refrigerated prior to use. ■

Access the interactive activity, Structures: Natural or Made by Humans?, in the Grade 1, Unit 2 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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Over the next few days, have students collect natural materials they could use to build a bird nest (e.g., twigs, packing straw, grass). Have them build nests and compare them to an actual bird nest. Students can also use Plasticine, play dough, or modelling clay to make birds for their nests.

2.11.1

2.11.1

Date:

__________________________

Name:

________________________________________

Structures

Structures (continued)

✁ Natural Structure

2.11.1

180 – 2.11.1

apartment building

spider web

honeycomb

stool

fence

bird nest

bridge

beaver dam

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Structure Made by Humans

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2.11.1

Inquiry Project: How Can We 12 Make a Model Playground? Creativity, Critical Thinking, and Communication: Students will examine their local playground and research playground structures and natural play areas. They will then design and build their own structure or natural play area, justifying the materials they chose to use.

Materials ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■

Plasticine or play dough toothpicks paper clips thumbtacks wool aluminum foil plastic foam rubber natural materials (e.g., rocks, soil, twigs, grasses) markers crayons paper paper plates glue (white glue and low-heat glue guns) variety of tools (e.g., files, small hand saws) variety of materials students may use to build representations of a playground (e.g., balsa wood, jinx wood, scissors, files or small hand saws, sand, twigs, green outdoor carpet; recyclables such as clean frozenjuice-concentrate cylinders and small plastic containers) safety goggles safety gloves computers/tablets with Internet access printer chart paper Activity Sheet: Designing a Play Structure or Natural Play Area (2.12.1)

■ ■

■ ■

audio-recording device Learning-Centre Task Card: Imagine the Fun! (2.12.2) herringbone chart (from lesson 1) Pictionary (2.1.2)

Activate Have students review their pictionaries, the class word wall, and the herringbone chart for the unit. Ask: ■ ■

■

What do you know about materials? What characteristics of different materials have you learned about? What are some examples of how some materials are better for certain tasks than others?

Take time to explore students’ understanding of these concepts, reviewing previous work, charts, activity sheets, and other work samples. Explain to students that, as a class, they will be creating a model of a playground for the school yard to demonstrate what they have learned in the unit. Each student will create one model play structure or natural play area for the playground. NOTE: Play structures may be more common in playgrounds, but natural play areas are becoming much more popular. These include garden plots, treed areas, stone circles, log climbers, and/or medicine wheels.

Introduce the guided inquiry question: How can we make a model playground?

Action: Part One

L LB

Take students outside to explore both the school play structures and natural features of the playground. Also, explore other play areas in your neighbourhood. Discuss features that are similar and those that are different. Remind students they will be responsible for building safe structures or natural play areas that are not

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21st Century Competencies

12 only safe and appropriate for children, but that promote fun and fitness. Ask: ■

■

■

Discuss students’ ideas as you examine various play structures and play areas in the community.

Action: Part Two Provide students with an opportunity to explore and research play structures and natural play areas around the world. Individually, in pairs, or in small groups, have students research on the Internet for photographs of play structures and natural areas. Encourage them to look for structures and natural areas that are new and different from those already in their own neighbourhood parks and playgrounds. Print images of the play structures and natural areas that students locate on the Internet, and display. As a class, discuss the various structures and play areas. Ask: ■

■

■

■

■

Which structures and natural areas are similar to ones we have in our school yard and/or in nearby parks? Which ones are different from anything we have here? From what materials are the various play structures and natural areas made? How have the designers made the structures and natural areas fun to look at? How have the designers made the structures and natural areas safe?

Have students share their thoughts, and record their main ideas on chart paper.

S TP

Guide students in selecting the play-structure or natural play-area models that they wish to build. Remind students they are responsible for building safe structures or natural play areas that are both appropriate for children and promote fun and fitness. Lead a discussion on how students could build the models, and what materials they could use. Encourage students to continually think about the materials they will use and why they are choosing them. Also, encourage students to consider materials suitable for representing outdoor materials (e.g., parsley can be substituted for grass). Tell students they will each receive a paper plate on which to build their model. (This will give students a defined space to prevent their creations from getting too large.) As a class, co-construct criteria for this project. For example: Model of structure or natural play area fits on the plate. Structure or natural play area will be safe. Structure or natural play area will promote fitness and physical activity. Structure or natural play area will be fun to play on. Materials used in the model were chosen based on their characteristics.

■

■ ■

■

■

SAFETY NOTE: Provide sufficient adult supervision if students are using any tools such as glue guns, files, or small hand saws. Safety goggles and gloves are also recommended.

!

Provide each student with a copy of Activity Sheet: Designing a Play Structure or Natural Play Area (2.12.1). Have students complete it during the designing and constructing process.

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In what ways are these play structures and areas safe? In what ways are these play structures and areas fun? In what ways do these play structures and areas promote fitness? What shapes do you see in the playground structures that help make them strong?

Action: Part Three

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Action: Part Four Once students have completed their projects, have each student plan a way to present their final product to the class. For example, a student could do the following: ■ ■ ■ ■ ■

Write a song. Present a puppet show. Draw a picture. Write a poem. Act out a television commercial.

In their presentations, ensure students explain how their structures or natural play areas meet the criteria co-constructed by the class for the project. Assessment of Learning AoL Record criteria for the project on the Rubric, on page 36, and assess students on their structures or natural play areas and presentations.

Assessment as Learning AaL Have students complete the 21st Century Competencies Student/Teacher Reflection sheet, on page 33, to reflect on their use of the 21st Century Competencies throughout the unit. Students record their reflections in the rectangles. The sheet also includes oval spaces for teachers to provide descriptive feedback to students.

Consolidate and Debrief ■

■

■

■

Assessment as Learning AaL Have students use the Student Self-Assessment sheet, on page 31, to reflect on what they have learned during this inquiry project.

Learning Centre

A TR IN

At the learning centre, provide an audio-recording device, students’ playground structures/natural play areas, and a copy of Learning-Centre Task Card: Imagine the Fun! (2.12.2).

Revisit the guided inquiry question: How can we make a model playground? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the herringbone chart as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, examples, and pictures to their Pictionary (2.1.2). When possible, encourage them to add words and examples in other languages, including Indigenous languages, reflective of the classroom population. Students can create a Pictionary by cutting apart the rows on their Pictionary sheets and arranging the words alphabetically. They can then make a cover page and bind the pages together.

Enhance ■

Have students complete their do-it-yourself projects at the Makerspace centre.

Have each student make an audio recording reflecting on their final inquiry project. Also, have each student record what they imagine it would be like to play in a playground filled with all the structures/natural play areas made by the class.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Activity Sheet Directions to students: Record your plans for your play-structure or natural play-area model. Include materials you will need and a diagram of your design (2.12.1).

2.12.1 Date:

2.12.2

__________________________

Name:

________________________________________

A TR IN

Designing a Play Structure or Natural Play Area

Learning Centre

Imagine the Fun!

I am going to build a model of _____________________________.

1. Look at the playground structures designed by you and your classmates.

Labelled diagram of my design:

2. Imagine that you can play on these structures during recess.

Materials I will need to build a model of my play structure: ___________________

____________________

_________________

___________________

____________________

_________________

___________________

____________________

_________________

How my play structure meets the class criteria: 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________ 4. __________________________________________________________

2.12.1

184 – 2.12.1 – 2.12.2

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Which structures would you play on? Why?

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What would you do on these structures?

■■

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3. Think about these questions:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

What is the best thing about the design of this playground? What would you add to the playground to make it even better?

4. Make an audio recording of your answers to these questions.

2.12.2

Unit 3 Energy in Our Lives

Introduction

By the end of this unit of Hands-On Science and Technology for Ontario, Grade 1, students will demonstrate an understanding of the ways in which energy is used in daily life. They will also describe different uses of energy at home, at school, and in the community, and suggest ways in which energy can be conserved.

A Note About Safety It is important for teachers to ensure that students work safely during their study of energy. Nevertheless, it is vital that they are able to identify, and understand the importance of, some fundamental practices that will ensure their own safety, as well as the safety of others. This includes knowing why workspaces should be kept neat and organized; why all tools, equipment, and materials should be put away where they belong when students are done using them; and why it is important to follow the teacher’s instructions carefully.

Planning Tips for Teachers ■

Organize a variety of relevant reading materials on the topics in this unit, at a range of reading levels appropriate for your class, to allow students to engage with the materials more frequently and to help them build their knowledge base.

■

Preview websites, and bookmark those appropriate for student use, as well as those for teacher reference.

■

Collect a variety of everyday devices that use electrical energy from outlets (e.g., hair dryer, blender, toaster) and everyday devices that use electrical energy from batteries (e.g., flashlights, radio). Other required materials include: beanbags, small fan or paper folded into a fan, toy cars or trucks, windup toys, lyrics to or recording of the song “Mr. Sun” (by Raffi), plastic combs, wood dowelling, butcher cord or thin garden twine, and a kite (optional).

NOTE: The materials needed to complete some activities are extensive. Teachers should review the materials list for each unit ahead of time and make a note of items students may be able to bring from home (e.g., plastic containers, paper plates and/or cups, spoons, pie plates, fabric samples, balls of wool). Then, prior to beginning the lesson, teachers can send a letter home with students asking parents/guardians to donate some of these materials. ■

Develop a Makerspace centre. Classroom Makerspaces are usually designed as centres where students learn together and collaborate on do-it-yourself projects. Students are given the opportunity to work with a variety of age-appropriate tools, as well as with everyday and recycled materials. Additionally, arts and crafts are often integrated into Makerspace offerings. For this unit, set up a Makerspace centre in your classroom that encourages informal learning about energy. Collect a variety of arts-and-crafts supplies and materials that reflect the challenges students might take on at the centre. Include general materials, such as those listed in the Introduction to Hands-On Science and Technology for Ontario, Grade 1 (see page 18), as well as unit-specific materials. For this unit, for example, provide materials for a “Take-Apart” exploration centre (e.g., battery-operated

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Although the Sun is the principle source of energy for the Earth, energy has many other forms, and it is an integral part of our daily lives. Through investigations, students will understand that everything that happens in our world is the result of the use of some form of energy. They will also develop an understanding of the importance of monitoring their energy use. Finally, students will explore, and realize that we, as humans, need to be responsible for the ways we use energy.

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toys, windup toys) and other devices (e.g., old clocks, radios, cellphones). Provide items that students can use to build models or devices related to the learning in this unit such as conductive ink, paint, or tape; copper tape, copper wire, and alligator clips; and low voltage lithium batteries, battery holders, and LEDs. If additional supervision is available, perhaps from older students or Educational Assistants, consider providing access to electrical kits such as Little Bits. Squishy Circuits is another commercial product specially made for young students to explore circuitry and electronics.

Do-it-yourself projects may include anything related to the concepts of this unit. Projects students might initiate include (but are not limited to): ■

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■ ■

■

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For more information about Makerspace centres, see page 18 of the Introduction.

Indigenous Worldviews Teachers are reminded of the value of incorporating Indigenous perspectives and worldviews into lessons whenever possible. Traditional teachings for many Indigenous peoples include the following: ■

creating a device that uses energy in a new way

designing a device to help save energy building a model of a living thing that shows how it gets its energy

Literacy connections that might inspire projects include: ■

As inquiry questions are posed with each lesson, you will find these questions inspire other do-it-yourself projects related to the unit. Students may determine solutions to these questions through the creating they do at the Makerspace centre. It is important to not direct the learning here; simply create the conditions for learning to happen.

lighting up LEDs using conductive ink, paint, or tape

designing a device that uses the Sun’s energy to do something

Violet, the Pilot by Steve Breen Incredible Inventions by Lee Bennett Hopkins The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer

Energy Island: How One Community Harnessed the Wind and Changed Their World by Allan Drummond

■

Energy flows throughout every object in the universe, and that energy needs to be kept in balance and harmony. We, as humans, are part of that balance and harmony. We should not over-consume resources, and we need to be respectful when we harvest resources. We also need to monitor our own harmony and balance in the physical, mental, emotional, and spiritual realms. The Medicine Wheel is one representation of this belief in balance and harmony. In the Medicine Wheel, we see the cyclical nature of life and are reminded of the need for balance and harmony. The Medicine Wheel also reminds us that everything is interconnected.

When teaching this unit, explore these Indigenous ideas with students. Viewing the world through Indigenous and Western eyes is known as Two-Eyed Seeing. Go to: for more information.

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SAFETY NOTE: Engage in a discussion about safety and respect at the Makerspace with students before beginning this unit. Consider small parts, electrical devices, and potential hazards for students of all ages and abilities who will have access to the Makerspace area. At this age, this exploration needs to be supervised. !

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Science and Technology Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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energy, movement, muscles, food energy, electricity, propane, gasoline, battery, natural gas, solar energy, wind energy, renewable energy.

Teachers should also consider infusing vocabulary related to scientific inquiry skills into daily lessons. This vocabulary might be displayed in the classroom throughout the year, as it relates to all science and technology clusters. Students could then brainstorm which skills they are being asked to use as they work in particular lessons. They could also discuss what the skill looks and sounds like as they explore and investigate. Vocabulary related to scientific and technological inquiry skills include: ■

is placed in a location in the classroom where all students can see it and refer to the words during activities and discussion. NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students. NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class population.

ask, brainstorm, collect, compare, construct, create, describe, estimate, explain, explore, find, follow, graph, identify, improve, investigation, match, measure, observe, order, plan, predict, record, research, select, test.

In lesson 1, students start a “pictionary”—a picture dictionary in which they record new vocabulary introduced throughout the unit. NOTE: The pictionary is an excellent opportunity to celebrate cultural diversity by having students include words in other languages. Students may include terms in Indigenous languages or other languages spoken at home.

Also in lesson 1, teachers create a science and technology word wall for the unit. The word wall can be created on a bulletin board or simply on a piece of poster or chart paper. Record new vocabulary on the bulletin board or poster as it is introduced during the unit. Ensure the word wall

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Unit Overview Fundamental Concepts

Energy

Big Ideas ■

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Sustainability and Stewardship

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Everything that happens is a result of using some form of energy. The Sun is the principal source of energy for the Earth. Humans need to be responsible for the way in which we use energy.

Overall Expectations Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

By the end of Grade 1, students will: 1. Assess uses of energy at home, at school, and in the community, and suggest ways to use less energy. 2. Investigate how different types of energy are used in daily life. 3. Demonstrate an understanding that energy is something that is needed to make things happen, and that the Sun is the principal source of energy for the Earth.

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Curriculum Correlation Lesson

Specific Expectation

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1. Relating Science and Technology to Society and the Environment 1.1 Describe their own and their family’s uses of energy; identify ways in which these uses are efficient or wasteful, taking different points of view into consideration; suggest ways to reduce personal energy consumption; and explain why it is important for people to make these choices.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1.2 Describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available.

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2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures during science and technology investigations.

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2.2 Investigate how the Sun affects the air, land, and/or water, using a variety of methods and resources.

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2.3 Design and construct a device that uses energy to perform a task.

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2.4 Investigate and compare seasonal differences in the ways we use energy and the types of energy we use.

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2.5 Use scientific inquiry/experimentation skills, and knowledge acquired from previous investigations, to explore the effects of light and heat from the Sun.

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2.6 Investigate how the Sun’s energy allows humans to meet their basic needs, including the need for food.

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2.7 Use appropriate science and technology vocabulary, including explore, investigate, design, energy, and survival, in oral and written communication.

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2.8 Use a variety of forms to communicate with different audiences and for a variety of purposes.

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3. Understanding Basic Concepts 3.1 Demonstrate an understanding that energy is what makes the things they do or see happen.

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3.2 Demonstrate an understanding that the Sun, as the Earth’s principal source of energy, warms the air, land, and water; is a source of light for the Earth; and makes it possible to grow food.

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3.3 Identify food as a source of energy for themselves and other living things.

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3.4 Identify everyday uses of various sources of energy.

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3.5 Demonstrate an understanding that humans get the energy resources they need from the world around them and that the supply of many of these resources is limited so care needs to be taken in how we use them.

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Resources for Students Berger, Melvin. Switch On, Switch Off. New York: HarperCollins, 2001. Bouchard, David. Hummingbird and the Fire. Turtle Island Voices book set. North York, ON: Pearson Canada School Publishers, 2011. Bradley, Kimberly B. Energy Makes Things Happen. New York, NY: HarperCollins, 2003. Breen, Steve. Violet, the Pilot. New York: Puffin Books, 2016. Campbell, Maria. Little Badger and the Fire Spirit. Toronto: McClelland & Stewart, 1977. Cole, Joanna. The Magic School Bus and the Electric Field. New York: Scholastic, 1999. Drummond, Allan. Energy Island: How One Community Harnessed the Wind and Changed Their World. New York: Square Fish, 2015. Eyvindson, Peter. The Wish Wind. Winnipeg: Pemmican, 2015. Fowler, Allan. Energy From the Sun: Earth Science. Rookie Read-About Science. New York: Scholastic Children’s Press, 2001. Glover, David. Young Discoverers: Batteries, Bulbs, and Wires. New York: Macmillan, Kingfisher Books, 2002.

Kalman, Bobbie. Native Homes. St. Catharines, ON: Crabtree, 2000. Kamkwamba, William, and Bryan Mealer. The Boy Who Harnessed the Wind. New York: Penguin Young Readers Group, 2016. McLellan, Joe. Nanabosho Steals Fire. Winnipeg: Pemmican, 2015. Paleja, Shaker. Power Up!: A Visual Exploration of Energy. Toronto: Annick Press, 2015. Suen, Anastasia. Wired. Watertown, MA: Charlesbridge, 2007. Swamp, Jake. Giving Thanks: A Native American Good Morning Message. New York: Lee & Low, 2002. Taylor, C. J. “The First Tornado.” How We Saw the World. Toronto: Tundra Books, 1999. Thompson, Colin. The Tower to the Sun. Melbourne: Random House Australia Children’s, 2010. Waring, Geoff. Oscar and the Bird: A Book About Electricity. Start with Science series. Cambridge, MA: Candlewick Press, 2011. Yahgulanaas, Michael. The Little Hummingbird. Vancouver: Greystone Books, 2010. Young, June. Energy Is Everywhere. Rookie Read-About-Science. New York: Children’s Press, 2006.

Green, Jen. Why Should I Save Energy? Hauppauge, NY: Barron’s, 2005. Hopkins, Lee Bennett. Incredible Inventions. New York: Greenwillow Books, 2009. Jeffers, Susan. Brother Earth, Sister Sky. New York: Penguin Random House, 2002.

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Berenstain, Stan, and Jan Berenstain. The Berenstain Bears’ Science Fair. New York: Random House, 1977.

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www.eere.energy.gov/kids Kids Saving Energy (U.S. Department of Energy: Energy Efficiency and Renewable Energy): Uses games and simple suggestions for saving energy to teach students how they can help reduce fuel consumption while teaching them basic fuel facts.

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www.energyquest.ca.gov Energy Quest: Learn about scientists, fossil fuels, how to save energy, and energy safety through puzzles, resources, projects, and more. Also included is “Devoured by the Dark,” a 12-chapter story and a great literature connection for this science unit.

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www.energy.edu.au Energy Education Australia Inc: Find out how electricity is made, take a quiz, investigate renewable energy, or do an energy audit at your school. Includes useful links, a helpful glossary, and more. www.eia.doe.gov/kids/energyfacts/ sources/whatsenergy.html Energy Kids’ Page: A comprehensive look at nonrenewable, renewable, and nuclear energy. Each category includes facts and information about the energy source and the environmental impact of energy usage around the world. http://amasci.com/miscon/ whatis.html What Is “Electricity”?: Helps dispel the myths about electricity and energy. Includes scientific articles explaining anything and everything you ever wanted to know about energy. www.energyquest.ca.gov/time_machine Energy Time Machine (Energy Quest): Search for information on the history and use of different forms of energy.

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www.aboutkidshealth.ca/En/JustForKids/ Life/ElectricalSafety/Pages/default.aspx AboutKidsHealth: Provides age-appropriate videos about electrical safety. Also, includes a safety guide and other important information. Sponsored by Hydro One.

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www.esfi.org/kids-safety Energy Safety Foundation International: Visit ESFI’s Kids’ Corner to access games and P. I. Plug safety videos.

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www.indigenouspeople.net/chipewyn.htm Dene—Creation of Seasons: A creation story from the Dene people, about a bear that carries the warmth of summer in a sack around its neck.

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www.historymuseum.ca/cmc/exhibitions/ aborig/reid/reid14e.shtml “The Raven Steals the Light” from Bill Reid and Robert Bringhurst: This is a story about Raven, who is tired of bumbling around in the dark. He decides to steal the light, which has been hidden away in a box by an old man.

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www.virtualmuseum.ca/edu/ Sky Stories: Indigenous Astronomy—The Anishinabe of Central North America: Read the stories from the Anishinabe people about the constellations in the sky. Of particular interest are the stories about Father Sky, Grandfather Sun, Grandmother Moon, and Mother Earth.

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www.akwesasne.ca/node/253 Ohenten Kariwatekwen—Thanksgiving Address: Some Indigenous cultures make references to the four winds, which bring in cleansing airs. This site provides one example.

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www.neutralhills.ca/2012/04/the-origin-ofthe-moon/ The Neutral Hills—The Origin of the Moon: This is a Cree story about how the moon came to be.

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Websites and Online Videos

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www.integrativescience.ca/ Institute for Integrative Science & Health: The team at the Institute for Integrative Science & Health (IISH) brings together Indigenous and Western scientific knowledges and ways of knowing. It is called Two-Eyed Seeing. Go to this website to find articles, videos, outreach projects and multimedia, and much more.

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https://www.youtube.com/ watch?v=hI_0R6QXzFQ/ “The Berenstain Bears’ Science Fair, Pt. 1 (Simple Machines).” RaeAnn McDonald (7:35).

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https://www.youtube.com/ watch?v=8uMTyRv9BnM/ “The Berenstain Bears’ Science Fair, Pt. 2 (Energy).” RaeAnn McDonald (9:37).

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https://www.youtube.com/ watch?v=WkOevHYvk0Q/ “The Berenstain Bears’ Science Fair, Pt. 3 (Energy).” RaeAnn McDonald (6:14).

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https://www.youtube.com/ watch?v=ZiJ4v26nYRs/ “Solar Powered Dancing Elephant.” lovexlai (0:11).

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https://www.youtube.com/ watch?v=swJs2cGNwIU/ “Haudenosaunee Thanksgiving Address.” nysmuseum (3:51).

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https://www.youtube. comwatch?v=sWKac3o7isk/ “Haudenosaunee Thanksgiving Address.” DanWaikiki (9:22).

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https://www.youtube.com/watch?v=ok_ b46A9hvE/ “FNX Animation: “Grandmother Spider Brings the Sun”” FNX Native Television (10:00).

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1 What Do We Know About Energy? 21st Century Competencies

Activate

Critical Thinking and Communication: In this inquiry, students are introduced to the concept of energy by examining various objects and events and determining what made things move.

Read the book The Berenstain Bears’ Science Fair, Why Should I Save Energy? or another book about energy. Through discussion, focus on the term energy as introduced in the book.

Materials

Introduce the guided inquiry question: What do we know about energy?

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The Berenstain Bears’ Science Fair, a book by Stan and Jan Berenstain and/or the threepart video series: “The Berenstain Bears’ Science Fair” by RaeAnn McDonald (see Websites and Online Videos, page 192), or Why Should I Save Energy? a book by Jen Green, or another book about energy computer/tablet with Internet access (optional) beanbags small fan, or paper folded into a fan toy cars or trucks pencil sharpeners pencils books windup toys chart paper markers digital cameras printer photo paper Scotch tape and/or glue poster paper sticky notes (two colours) Activity Sheet A: What Is Energy? (3.1.1) Activity Sheet B: Pictionary (3.1.2) Learning-Centre Task Card: What Can We Learn About Energy in Our Lives? (3.1.3) Learning-Centre Activity Sheet: I Recommend (3.1.4)

Action: Part One Have students sit in a circle. As a group, do several tasks that show forms of energy: ■ ■ ■ ■ ■ ■ ■

Throw a beanbag to a friend. Fold a piece of paper, and fan yourself. Push a toy car or truck across the floor. Sharpen a pencil. Lift a book. Jump on the spot. Wind up a toy, and let it move across the floor.

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How were all of these activities the same? (all involved movement)

Demonstrate each task again. Ask students: ■

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What is happening while I am doing this task? What is moving? What made it move?

Have students share their ideas. On a sheet of chart paper titled “Energy,” make the following table: Energy Things That Move

How They Move

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1

Action: Part Two

L LB

Plan a walk around the community to observe things that move in the natural environment. Bring digital cameras to take photographs for use back in the classroom. Look for natural things such as: ■

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things moved by wind (e.g., rustling leaves, seeds, rippling water) things moved by muscle (e.g., birds flying, squirrels climbing trees, fish swimming, people walking)

As each example is found, stop to discuss it. Ask: ■ ■

Action: Part Three Provide each student with several sticky notes. Referring back to the book The Berenstain Bears’ Science Fair (or other book), as well as to the tasks that students did and the chart they made, ask: ■

What do you think energy is?

After groups have brainstormed together and recorded their ideas/thoughts on the sticky notes, use these to construct a concept map. Record the title “Energy” in the middle of a sheet of chart paper, and circle it. Draw three lines out from the centre circle, and draw a square at the end of each line. In each square, write one of the following: “What We Know,” “Questions We Have,” and “Answers to Our Questions.” Attach students’ sticky notes onto the concept map, beside the square labelled, “What We Know,” as in the following example:

What is moving? What is causing it to move?

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Consider inviting a local Elder or Métis Senator to guide the nature walk. They can share traditional knowledge about energy and movement in the natural environment.

What We Know

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Energy

NOTE: Some Indigenous keepers of knowledge are more comfortable being referred to as a “Traditional Knowledge Keeper” than as an “Elder” or a “Métis Senator”. Be respectful of their preference.

Back in the classroom, create a picture chart by mounting the photographs onto poster paper and labelling each object. Specimens such as seeds and leaves can also be attached to the chart. Have students identify what made each object move, and record their ideas beside each photograph.

Questions We Have

Answers to Our Questions

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Ask: ■ ■

What questions do you have about energy? What would you like to learn about energy?

Record students’ questions on a different colour of sticky note, and attach the notes onto the concept map.

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Have students brainstorm a list of things that move (e.g., humans, cars, fans, clouds, swings, birds, bikes). Beside each item, record what makes the object move (e.g., energy, muscles, gas, wind).

1 Refer to the concept map throughout the unit. Answers to the students’ questions may also be added to the map with sticky notes, as students gather new information and acquire new knowledge. As students generate more inquiry questions, these may be added, as well.

Activity Sheet A Directions to students: Look at each picture carefully. Circle the moving thing in each picture. Below the picture, print what is moving, and tell what is making it move (3.1.1).

Action: Part Four Distribute a copy of Activity Sheet B: Pictionary (3.1.2) to each student. Explain to students that at the end of the unit they will have completed several Pictionary activity sheets. At that time, they will cut apart the pages, alphabetize the words, and make their own booklet about energy. Now, discuss with students the purpose of the pictionary: a means for them to record words that they learn about energy. As a class, discuss criteria for an effective entry. For example: Word electricity

Picture

Description I plug in the lamp to get energy for the light bulb.

NOTE: A variety of online dictionaries may be used as sources for translations. For example: ■ ■ Online dictionaries are also available in other languages that may be reflective of the class cultural makeup.

Activity Sheet B Directions to students: Begin your pictionary for the unit, recording terms, pictures, and personal definitions (3.1.2).

Learning Centre

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Set up an Energy Library in your classroom. Ensure that books are high interest, very visual, at a range of reading levels, and on a variety of topics covered in this unit. Also, encourage students to bring their own books to add to the library (review all books before adding them to the centre). Provide a variety of books on the topic for students to read, pencils, a copy of Learning-Centre Task Card: What Can We Learn About Energy in Our Lives? (3.1.3), and copies of Learning-Centre Activity Sheet: I Recommend (3.1.4). Also, have a basket or bin for collecting completed activity sheets. Have students choose any book they want to read from the collection. Then, have them complete the Learning-Centre Activity Sheet: I Recommend (3.1.4).

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Distribute a copy of Activity Sheet A: What Is Energy? (3.1.1) to each student. Have students complete the activity sheet.

NOTE: The pictionary is an excellent opportunity to celebrate cultural diversity by having students include words in other languages. For example, students may include words in languages spoken at home. Students may also wish to include or learn Indigenous words for the terms included in their pictionaries. These words can be printed in the first box, along with the English-language term.

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1 Consolidate and Debrief ■

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Revisit the guided inquiry question: What do we know about energy? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own questions, and ask new inquiry questions. Begin a class word wall to display new terms introduced throughout the unit, as well as illustrations. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

NOTE: Consider including terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students.

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Have students draw pictures of different items that move in their homes. Beside each item, have students describe what moves and what makes the object move.

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Learn the lyrics to The Marvelous Toy, a song by Fred Penner, to further examine how objects move.

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Access the interactive activity, What Is Energy? (What Type Is It?), in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students begin their do-it-yourself projects at the Makerspace centre. (See page 18 in the Introduction to Hands-On Science and Technology for Ontario, Grade 1 and page 186 in the Introduction to this unit for details on setting up the Makerspace centre.)

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3.1.1

3.1.2

Date:

Name:

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Date:

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Name:

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What Is Energy?

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Pictionary

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Word

Picture

Description ________________________ ________________________

Source of energy: _____________

Source of energy: _____________

What is moving? ______________

What is moving? ______________

Source of energy: _____________

Source of energy: _____________

What is moving? ______________

What is moving? ______________

Source of energy: _____________

Source of energy: _____________

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

What is moving? ______________

Word

Picture

Description ________________________ ________________________ ________________________ ________________________

Word

Picture

Description ________________________ ________________________ ________________________ ________________________

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Date:

Learning Centre

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Name:

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What Can We Learn About Energy in Our Lives?

I Recommend

Welcome to the Energy Library!

Title: ________________________________________________________

1. Choose anything you want to read.

Author: ______________________________________________________

2. Read your book.

Illustrator: ___________________________________________________

3. Write about your book on the activity sheet.

1. Draw your own version of an interesting picture or photograph from the book or resource.

ergy? What Is En All About the Sun s

Living Thing Energy for

ty and Safe Energy s nt Kind Differe ergy of En

Wind Energy

Electricity gs o Thin How D ergy? Get En

3.1.3

198 – 3.1.1 – 3.1.4

2. Why did you choose to read this? ______________________________________________________________ ______________________________________________________________ 3. Would you recommend this resource to a friend? Why or why not? ______________________________________________________________ ______________________________________________________________ 4. What is one question you still have about the topic in this book? ______________________________________________________________ ______________________________________________________________ 3.1.4

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3.1.3

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

How Do We Know We Get 2 Energy From the Sun? Communication: Students will conduct activities and then communicate their understanding of the Sun as a source of energy.

Materials ■

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lyrics to or recording of the song, “Mr. Sun,” by Raffi chart paper markers pencils yellow and dark blue construction paper Scotch tape scissors computer/tablet with Internet access children books, traditional stories, and videos about the Sun (e.g., Brother Earth, Sister Sky, a book by Susan Jeffers; “Snaring the Sun” at: ; “The Origin of the Moon” at: ; “Raven Steals the Sun” at: ; “Grandmother Spider Brings the Sun” at: ) Activity Sheet: The Sun’s Energy (3.2.1) art paper writing paper art supplies (e.g., paint, paintbrushes) Learning-Centre Task Card: What If... (3.2.2) concept map (from lesson 1) Pictionary (3.1.2)

Activate Teach students the song “Mr. Sun” by Raffi. Title a sheet of chart paper with the heading “What We Know About the Sun.” Have students share what they know about the Sun, and record these ideas on the chart paper.

Introduce the guided inquiry question: How do we know we get energy from the Sun?

Action: Part One Give each student pieces of yellow and dark blue construction paper. Have students draw a sun on the yellow construction paper and cut it out. Then, have them tape their sun onto the dark blue construction paper. Explain to students that you are going to place their sun pictures in a window for several days (with the suns facing outward). Ask: ■

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Do you think anything will happen to your pictures? What do you think might happen? Why?

Tape the pictures to a window that gets a lot of sunlight. Several days later, remove the pictures from the window, and pass them out to students. Have students observe the pictures closely. Ask: ■

Has anything changed in your picture?

Have students carefully remove the suns from the blue construction paper and examine the blue paper. Ask: ■

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What happened to the blue construction paper? What part of the paper is faded? Why do you think this happened? What role did the Sun play in this? What would have happened if the coloured paper had been left in front of the window for a longer period of time?

Discuss with students that energy from the Sun bleached the paper. Have students look back to their concept map on energy from lesson 1 (see page 195). Ask: ■

Can you think of something you should add to your concept map, based on today’s activity?

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21st Century Competencies

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What did the energy from the Sun do to the paper?

Discuss the Sun further. To the chart started in the Activate part of this lesson, add more things that students now know about the Sun. Examples may include: ■ ■ ■

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Reinforce for students that the Sun is the most important source of energy on Earth. Without it, living things could not survive. Distribute a copy of Activity Sheet: The Sun’s Energy (3.2.1) to each student, and have students complete it. Activity Sheet 
 Directions to students: In each box, use words or pictures to show one thing you know about the Sun’s energy (3.2.1).

Share local Indigenous stories about the Sun. Consider having a local Elder or Métis Senator provide these stories through the oral tradition of storytelling. Traditional stories, children’s books, and videos depicting local Indigenous stories about the Sun can also be shared with students. For example: ■

“Snaring the Sun”: Go to: . Entering “snaring the sun” in the search box will take you to Learning Resources. Once there, click on Indigenous Astronomy.

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“The Origin of the Moon”: Go to: . “Raven Steals the Sun”: Go to: . Brother Earth, Sister Sky, a book by Susan Jeffers “Grandmother Spider Brings the Sun”: Go to: .

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Learning Centre

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At the learning centre, provide art paper, writing paper, and art supplies, along with a copy of Learning-Centre Task Card: What If... (3.2.2).

Assessment for Learning Af L Observe students as they discuss what they know about the Sun, examine and describe their sun pictures, review their activity sheets, and provide ideas about the Sun as a form of energy. Use the Anecdotal Record sheet, on page 26, to record results.

Have students work independently to explore the role of the Sun for life on Earth. They can draw, paint, and/or write their thoughts.

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Revisit the guided inquiry question: How do we know we get energy from the Sun? Have students share their knowledge, provide examples, and ask further inquiry questions.

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The Sun lets us see things. The Sun keeps us warm. The Sun gives us daytime. The Sun can help dry clothes on a clothesline. The Sun can give us a sunburn. The Sun can be dangerous to our eyes, so we must not look directly at it. The Sun warms the land and water. The Sun is a source of light. The Sun helps plants grow and makes it possible to grow food.

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Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

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Fill two bowls with water. Place one bowl in direct sunlight; place the other bowl in a dark corner of the classroom. Place a thermometer into each bowl, and observe and compare changes in water temperature.

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Place one tray of ice cubes in direct sunlight and another tray of ice cubes in a dark corner of the classroom. Observe which tray of ice cubes melts first. Why?

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Access the interactive activity, Energy From the Sun, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

Compile students’ activity sheets into a class book titled, “What We Know About the Sun.” Place the book in the classroom library, or share it with other classes.

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Solar toys sold at dollar stores provide inexpensive devices that can be used to show energy from the Sun being turned into movement. Students can also watch the following video: .

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Explore the use of UV Beads. These ultraviolet sensitive beads provide a health connection (Sun safety) and tie into the 21st Century Competency skill of citizenship. Beads can be ordered from the following website: .

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Conduct a classroom experiment on the effect of sunlight on the growth of plants. Place one plant in front of a window that gets a lot of sunlight. Water and fertilize it as required. Place a second plant in a cupboard or dark corner of the classroom. Water and fertilize it as required. Have students record the growth of the plants over a period of time. You may wish to graph the results.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.2.1

3.2.2

Date:

__________________________

Name:

________________________________________

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The Sun’s Energy

Learning Centre

What If…

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What would happen if there were no Sun?

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What would happen to plants?

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What would happen to animals?

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What would happen to humans?

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Could humans survive without the Sun?

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What does this tell you about the Sun?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Think about how the Sun helps all living things on Earth.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

.

2. Draw a picture and write about what you think would happen if there were no Sun.

3.2.2

3 How Do Living Things Get Energy? 21st Century Competencies

Activate

Critical Thinking and Creativity: Students will analyze how different living things get their energy and create an energy pathway that shows all food comes from the Sun. At the Learning Centre, students will act out different ways living things get their energy.

Review with students the importance of the Sun as Earth’s principal source of energy. Ask:

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string or yarn scissors Cards: Living Things (Photocopy, and cut out the three cards.) (3.3.1) chart paper markers food items (e.g., hard-boiled egg, apple, glass of milk) masking tape large brown envelope large white envelope index cards computer/tablet with Internet access information about Father Sky, Mother Earth, Grandfather Sun, and Grandmother Moon (Go to: .) drawing paper art supplies (e.g., crayons, pencil crayons, paintbrushes, paint) Activity Sheet: Energy for Living Things (3.3.2) Learning-Centre Task Card: Act and Guess! (3.3.3) Learning-Centre Role-Playing Cards (Photocopy, and cut out the cards.) (3.3.4) Learning-Centre Blank Role-Playing Cards (Photocopy, and cut out the cards.) (3.3.5) concept web (from lesson 1) Pictionary (3.1.2)

■ ■

Where do we get our energy from? How do you feel when you have no energy? How can you get more energy?

Discuss students’ ideas and background knowledge. Introduce the guided inquiry question: How do living things get energy?

Action: Part One Ask students what they do when they first get up in the morning. Have them role-play as you describe the activities they participate in before they eat breakfast. For example: ■

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First, you wake up, get out of bed, and take a big stretch. Next, you wash up. Now, you get dressed.

Ask: ■

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How do you feel when you first wake up in the morning? Do you have lots of energy? What do you do once you are dressed? Why is it so important to eat breakfast? Do you think food gives you energy?

Discuss with students that food is the primary source of energy for humans and all other living things. Have them suggest healthy choices for breakfast, and record these on chart paper.

Action: Part Two Tell students they are going to help you trace, or follow, food energy for humans back to the Sun. Have students sit in a large circle. Select one student to stand inside the circle. Give that

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Materials

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3 student a food item (e.g., hard-boiled egg). Take the “egg” picture card, and use masking tape to stick it to the front of the student’s shirt. Give the student a piece of string to hold on to. Now, ask the rest of the students: Where did the egg come from?

Have another student stand up and enter the circle. Take the “chicken” picture card, and use masking tape to stick it to the front of the student’s shirt. Have that student take the other end of the string and hold on to it to show the connection between the egg and the chicken. Now, ask the rest of the students:

Living Thing

As a class, brainstorm a list of living things. Record these ideas in the first column of the chart. In the second column, identify food sources for each living thing. For example: ■ ■

■ ■

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Where does the chicken get its energy from?

Have a third student stand up and enter the circle. Take the “grains” picture card, and use masking tape to stick it to the front of the student’s shirt. Cut an additional piece of string. Have the “chicken” and the “grain” students hold onto either end of the string. Students will be creating a concrete chain of energy with the string. Now, ask the rest of the class: ■

Where does the grain get its energy to grow?

Have a fourth student stand up and enter the circle. Take the “sun” picture card, and use masking tape to stick it to the front of the student’s shirt. Cut a third piece of string. Have the “grain” and the “sun” students hold onto either end of the string. This will complete the chain from the egg to the sun. You may wish to use other food items, such as an apple or a glass of milk, to illustrate the same connections back to the sun.

Food Energy

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robin: worms human: meat, vegetables, fruit, grains, dairy products fish: minnows, insects rabbit: lettuce flower: energy from the Sun

NOTE: Make sure students understand the concept that plants get their food energy from the Sun. At this grade level, it is not necessary or appropriate to go into great detail about the process of photosynthesis and the production of chlorophyll. Instead, focus on the idea that plants make their own food from the energy they get from the Sun.

Distribute a copy of Activity Sheet: Energy for Living Things (3.3.2) to each student, and have students complete it. Activity Sheet Directions to students: In the left-hand column of the chart, draw diagrams of living things. Print the name of each living thing below your diagram. In the right-hand column, draw diagrams to show how each living thing gets its energy from food (3.3.2).

Title a sheet of chart paper “Energy for Living Things.” Create a chart as in the following example:

Assessment for Learning Af L Conference with students individually, having them describe the above activity and explain their understanding of how living things get energy. They can use the index cards during the conference to demonstrate understanding. Use the Individual Student Observations sheet, on page 27, to record results.

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Energy for Living Things

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Grade 1

Action: Part Three

Consolidate and Debrief

Many Indigenous peoples, including the Anishinaabe, honour Father Sky, Grandfather Sun, Grandmother Moon, and Mother Earth. Explore these ideas with students. Invite a local Elder or Métis Senator to share their knowledge with the class.

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Information on Father Sky, Grandfather Sun, Grandmother Moon, and Mother Earth is also available online at: .

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After students have learned about Father Sky, Grandfather Sun, Grandmother Moon, and Mother Earth from an Elder or a Métis Senator, or from other resources, have them illustrate their understanding through art. Provide students with drawing paper and art supplies and have them create a visual representation based on their learning.

Learning Centre

K B-

In working groups, students will play a version of the game Charades. Have one student select a card from the brown envelope and act out how that living thing gets its energy. The other students have to guess what the living thing is and what the energy source is. Students can also select a blank card from the white envelope and make up their own role-play examples of how living things get energy.

Energy in Our Lives

Enhance ■

Visit a local food-processing plant. Observe, firsthand, the ingredients and methods for making various food items.

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Ask a public health nurse to come into the classroom and talk to students about good nutrition and a balanced diet.

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Access the interactive activity, Living Things and Energy, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

TER IN

At the learning centre, provide pencils, a copy of Learning-Centre Task Card: Act and Guess! (3.3.3), Learning-Centre Role-Playing Cards (3.3.4), and Learning-Centre Blank Role-Playing Cards (3.3.5), and two envelopes (one brown, one white). Place the role-playing cards (3.3.4) in the brown envelope and the blank role-playing cards (3.3.5) in the white envelope.

Revisit the guided inquiry question: How do living things get energy? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

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3

3.3.1

3.3.1

Cards: Living Things

Cards: Living Things (continued)

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Chicken

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Grains

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Egg

Sun

3.3.1

3.3.1

3.3.2

3.3.3

Date:

__________________________

Name:

K NTER BI

________________________________________

Act and Guess!

Energy for Living Things Living Thing

Learning Centre

1. Choose a card from the brown envelope. (Do not show it to the others in your group!)

Food Energy

2. Act out the living thing named on the card and how it gets its energy. 3. Have the other students try to guess what your livng thing is and how it gets its energy.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. Take turns acting and guessing. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.3.2

206 – 3.3.1 – 3.3.3

3.3.3

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.3.5

Role-Play Cards

Blank Role-Play Cards

A fish gets energy from the minnow it eats.

A duck gets energy from a water bug it eats.

A child gets energy from corn on the cob.

A baby gets energy from milk in a bottle.

A cow gets energy from grass.

A dandelion gets energy from the Sun.

A tree gets energy from the Sun.

A squirrel gets energy from acorns on an oak tree.

A dog gets energy from dog food.

A butterfly gets energy from nectar in flowers.

A robin gets energy from the worm it eats.

A frog gets energy from the fly it catches.

3.3.4

A _______________

A _______________

A _______________

gets energy from

gets energy from

gets energy from

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A _______________

A _______________

A _______________

gets energy from

gets energy from

gets energy from

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_________________ .

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A _______________

A _______________

A _______________

gets energy from

gets energy from

gets energy from

_________________ .

_________________ .

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A _______________

A _______________

A _______________

gets energy from

gets energy from

gets energy from

_________________ .

_________________ .

_________________ .

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

✁

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

✁

3.3.5

3.3.4 – 3.3.5 – 207

Reproducibles

3.3.4

4 What Are Some Everyday Uses of Energy? 21st Century Competencies Critical Thinking: Students will use thinking skills and problem solving to explore everyday uses of energy, both past and present.

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audio-recording device concept map (from lesson 1) Pictionary (3.1.2)

Activate Display the concept map and anchor charts developed over the previous three lessons. Have students review and discuss the map and charts, and give examples of energy. Discuss the idea that energy comes in many different forms, such as energy from the Sun and energy from food. Ask: ■

What other sources of energy have we discussed?

Have students share background knowledge and refer to the concept map and charts to identify other sources of energy. Introduce the guided inquiry question: What are some everyday uses of energy?

Action: Part One Focus on the anchor chart from lesson 1 that identifies things that move and the energy that helps them move (see page 194). Select something that uses energy from gasoline (e.g., car). Ask: ■

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How does a car get energy? (gasoline or battery) What other objects use gasoline for energy and movement?

On a sheet of chart paper, create a chart as in the following example: Everyday Uses of Energy Source of Energy

Example

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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anchor charts describing energy, identifying forms of energy (see lessons 1­–3) chart paper markers masking tape magazines, catalogues, newspaper flyers scissors glue examples of everyday items that use electrical energy from power outlets (e.g., hair dryer, blender, toaster) examples of everyday items that use electrical energy from batteries (e.g., flashlights, radios) computers/tablets with Internet access (optional) printer (optional) ledger-size paper (11 in. x 17 in.) Activity Sheet: Things That Use Electrical Energy (3.4.1) writing paper pencils resources about Indigenous peoples’ traditional and present-day uses of fire traditional stories about fire for children (The following books can be shared with students: Little Badger and the Fire Spirit by Maria Campbell, Nanabosho Steals Fire by Joe McLellan, and Hummingbird and the Fire by David Bouchard.) Image Bank: Indigenous Uses of Fire (see Appendix, page 311) Learning-Centre Task Card: Sing a Song About Energy (3.4.2) Learning-Centre Tunes (2.1.4, see page 139)

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4

Discuss with students other forms of gas that many of us use every day. Natural gas is used in many furnaces to heat our homes. Propane gas is used for many barbecues. Add these sources of energy and examples to the chart. Now, display an electrical appliance (e.g., hair dryer or toaster). Have students examine the cord and plug on the appliance. Ask: How does this object work? What form of energy does it use? Where does the electricity come from? (an outlet)

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Record the term electricity from outlets in the first column on the chart. Ask: What other objects use electricity from power outlets?

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Record students’ responses in the second column on the chart. Next, display an item that uses electrical energy from batteries (e.g., flashlight). Have students examine the flashlight; then, open it to show students the batteries inside. SAFETY NOTE: Take the opportunity to discuss safety as it relates to electricity, batteries, and power outlets. Lesson 5 focuses more on safety with energy-using devices.

!

Record students’ responses in the second column on the chart. NOTE: Keep the anchor chart from this activity to use in future lessons.

Distribute a copy of Activity Sheet: Things That Use Electrical Energy (3.4.1) to each student, and have students complete it. Activity Sheet Directions to students: With a partner, look at magazines, catalogues, flyers, and/or online images to find examples of everyday things that use energy from electrical power outlets and from batteries. Cut out the examples, sort them, and glue them onto the sorting mat (3.4.1). NOTE: Photocopy the activity sheet onto ledger-size paper for students so they have more room to glue their pictures onto the sorting mat.

Assessment as Learning AaL Have students complete the Science and Technology Journal sheet, on page 28, to reflect on their learning about everyday uses of energy.

Action: Part Two As a class, explore some traditional and presentday Indigenous uses of fire. Invite a local Elder or Métis Senator to share knowledge, or conduct research to learn about the following: ■ ■ ■

Ask: ■ ■

How does this object work? From where does it get its energy to light up?

Record the term electricity from batteries in the first column on the chart. Ask: ■

What other objects use batteries for energy?

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fire-building techniques fires for cooking fire for heating (investigate how fires were safely managed inside traditional homes, such as tipis and longhouses) smoking hides sweat lodges burning sage or sweetgrass for smudging ceremonies other uses of fire (e.g., Haudenosaunee set fires to clear land to plant corn and other

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Under the first column, record the term gasoline; in the second column list students’ responses (e.g., car, motorcycle, boat motor, lawn mower, snow blower, grass trimmer, bus, van).

4 plants; Algonquian-speaking nations set fires to divert or trap animals such as deer, elk, or bison. Fires were sometimes used to drive away insects [e.g., black flies, ticks, and mosquitos] and rodents.) Show students pictures from Image Bank: Indigenous Uses of Fire. For each image, ask: ■ ■

The Farmer in the Dell Pop Goes the Weasel London Bridge Is Falling Down Row, Row, Row Your Boat Are You Sleeping? I’m a Little Teapot (Here We Go ’Round) the Mulberry Bush If You’re Happy and You Know It Twinkle, Twinkle Little Star Mary Had a Little Lamb Jingle Bells The Muffin Man She’ll Be Coming ’Round the Mountain

What do you see in the picture? How is fire being used by the people in the picture? What do you know about Indigenous peoples’ beliefs about fire? (Review the four elements: Fire, Water, Earth, Air, which are introduced in Unit 2, Lesson 3.)

Share children’s books related to local traditional stories about fire. For example: Little Badger and the Fire Spirit by Maria Campbell, Nanabosho Steals Fire by Joe McLellan, and Hummingbird and the Fire by David Bouchard.

Learning Centre

R M-

At the learning centre, supply writing paper and pencils along with a copy of Learning-Centre Task Card: Sing a Song About Energy (3.4.2) and copies of Learning-Centre Tunes (2.1.4) (see page 139). In working groups, have students write lyrics for a song about everyday uses of energy. The song may be to the tune of any song they choose. They can then make an audio recording of their song. NOTE: It is suggested that teachers provide students with an example of song lyrics prior to having them complete this exercise. To model the process, consider writing one song together as a class, and then have students create more songs at the centre.

Consolidate and Debrief ■

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Revisit the guided inquiry question: What are some everyday uses of energy? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

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The following list of songs with melodies easily lend themselves to transitions and the teaching of elementary concepts. Review these songs with students to remind them of how the tune goes for each one. This list is also on LearningCentre Tunes (2.1.4):

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4 S

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The examples in this lesson are mostly of human-made objects and their need for energy, but it is also valuable for students to make connections back to how animals and plants also need energy to live and function. Plants need sunlight. Animals need plants or other animals. Reptiles need heat. Humans need plants and animals. When winter comes many animals adapt by hibernating, migrating, and other behaviours.

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As a class, look at everyday items that have two possible sources of energy. For example, a lot of toys can use a battery or an electrical adapter. Computers can run on a battery or adapter. And an increasing number of cars now run on gasoline and/or electricity from a battery.

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Discuss the need to conserve energy in the various items by shutting them off when not in use. This ties into citizenship and character education (responsibility).

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Access the interactive activity, Uses of Energy, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Energy in Our Lives

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Enhance

211

3.4.1

3.4.2

Energy From Batteries

1. In your group, make a chart like the example below: Type of Energy

Example

gasoline natural gas propane gas

3.4.1

212 – 3.4.1 – 3.4.2

batteries 2. Record an example of how each type of energy is used. 3. Write a song about how energy is used in everyday life. 4. Use the tune from one of the songs posted at the Learning Centre, or make up your own tune. 5. Make an audio recording of your song.

3.4.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

electricity

Energy From Electrical Power Outlets

Name: __________________________

Learning Centre

Sing a Song About Energy

Things That Use Electrical Energy

_________________________________________

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Date:

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

5 How Do We Use Energy Safely? Character, Critical Thinking, and Collaboration: Students will analyze various situations that involve the safe use of energy, and recognize their responsibilities in identifying potential hazards associated with the use of energy. They will work in groups to create a script for a television commercial related to safety.

Materials ■ ■ ■ ■

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chart paper markers computers/tablets with Internet access resources about electrical safety (e.g., , ) projector or interactive whiteboard Cards: Objects That Use Energy (3.5.1) poster paper art supplies (e.g., paint, paintbrushes, markers, crayons, pencil crayons) Activity Sheet: Designing a Safety Poster (3.5.2) Learning-Centre Task Card: Be Safe With Energy! (3.5.3) writing paper pencils video-recording device concept map (from lesson 1) Pictionary (3.1.2)

Have students share their background knowledge, and record their ideas on a sheet of chart paper titled, “Rules for Using Energy Safely.” Introduce the guided inquiry question: How do we use energy safely?

Action: Part One View videos related to electrical safety. For example: ■

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After each video is viewed, ask students: ■

Action: Part Two Have students sit in a circle. One at a time, hold up each card titled “Objects That Use Energy” (3.5.1). Have students describe each picture. Make sure they identify the energy-using device in each picture and the type of energy it uses: ■

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Review the anchor chart developed in lesson 4 that focuses on types of energy and examples of those types. Ask:

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What do you know about how to safely use these energy devices?

What have you learned about electrical safety?

Add students’ responses to the Rules for Using Energy Safely on chart paper.

Activate

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www.aboutkidshealth.ca/En/JustForKids/Life/ ElectricalSafety/Pages/default.aspx kids.esfi.org/cartoons

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Picture 1: children riding on a school bus (gasoline) Picture 2: adult cooking on a barbecue (propane) Picture 3: children working at a computer (electricity) Picture 4: adult making toast while child watches (electricity) Picture 5: adult boiling water in an electric kettle (electricity) Picture 6: children playing with a remotecontrol car (batteries/electricity)

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21st Century Competencies

5 As each picture is shown, focus discussion on ways humans can stay safe while using the device. Also, discuss how our senses can help us stay safe. For example: ■

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Continue this process for each picture. Encourage students to provide other examples of safety when using devices using electricity and/or batteries (e.g., do not sit too close to a television, keep electrical cords out of traffic areas and away from young children, do not shine flashlights into someone’s eyes, never use the oven or stove without adult supervision). Then, focus on how our senses can help us stay safe while using the devices. Challenge students to create posters that show ways to stay safe while using energy-using devices. As a class, co-construct criteria for the safety posters. These may include: ■ ■ ■ ■

appropriate title clear illustrations identified energy-using device identified safety issue

Have students present their posters to the class, and then display the posters throughout the school. Distribute a copy of Activity Sheet: Designing a Safety Poster (3.5.2) to each student. Have students use the activity sheet to plan and design their posters.

Assessment of Learning AoL Meet with students individually to review their posters. Have them describe how they met the project criteria. Use the Individual Student Observations sheet, on page 27, to record results.

Learning Centre

V-S

At the learning centre, provide writing paper, pencils, a video-recording device, and a copy of Learning Centre Task Card: Be Safe With Energy! (3.5.3). Have students work with a partner to write a script for a television commercial that encourages people to be safe with energy-using devices. Students can practise their commercial then record it for others to see.

Consolidate and Debrief ■

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Revisit the guided inquiry question: How do we use energy safely? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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What do you have to remember in order to stay safe on the school bus? What should passengers do to stay safe? What should the driver do to stay safe? How does your sense of sight help you to stay safe on a school bus? How does your sense of hearing help you to stay safe on a school bus?

Activity Sheet Directions to students: Plan your poster to show an example of how to stay safe while using energy-using devices. Include diagrams and writing on your poster (3.5.2).

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View movies and videos about traffic safety, or invite a police officer to present to the class on this topic.

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Invite a local firefighter to present to the class on how to avoid starting fires when using energy-using devices in the home and at school.

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Invite a guest from your local electric company to discuss safety with electrical devices.

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Ontario energy providers, such as Hydro One, have useful resources for students and teachers. Check their websites for print and online resources and activities.

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Access the interactive activity, Safety First, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Energy in Our Lives

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Enhance

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3.5.1

Objects That Use Energy (continued)

3.5.1

216 – 3.5.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3.5.1

Objects That Use Energy

3.5.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.5.1

Objects That Use Energy (continued)

3.5.1

3.5.1

Objects That Use Energy (continued)

3.5.1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.5.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Objects That Use Energy (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Objects That Use Energy (continued)

3.5.1

3.5.1

3.5.2

3.5.3

Date:

__________________________

Name:

V-S

________________________________________

Learning Centre

Be Safe With Energy!

Designing a Safety Poster

1. With your partner, choose a safety rule about an energyusing device.

1. Criteria: ______________________________________________________________ ______________________________________________________________

2. Create a TV commercial about how people can stay safe when they are around an energy-using device.

______________________________________________________________

3. Practise your commercial.

______________________________________________________________

4. Make a video for others to enjoy!

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3.5.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

3. I met the criteria for the poster because:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. My plan:

3.5.3

3.5.1 – 3.5.3 – 217

Reproducibles

3.5.1

6 What Happens When Energy Is Lost? 21st Century Competencies

Action: Part One

Creativity and Critical Thinking: Students will predict possible consequences of not having various types of energy, and they will generate possible solutions. They will also use their imaginations to expand upon the story that is introduced as the start of the activity.

Have students brainstorm titles for their imaginary storm. As a class, select a title and print it on chart paper. Construct a table as in the following example:
 Title: ____________________________________ Problem

Solution

Materials ■

■ ■ ■ ■

■

■ ■

chart paper markers crayons, pencil crayons Activity Sheet: An Imaginary Storm (3.6.1) pencils Learning-Centre Task Card: My Night in the Storm (3.6.2) Learning-Centre Activity Sheet: My Night in the Storm! (3.6.3) concept map (from lesson 1) Pictionary (3.1.2)

Activate Review electrical energy, focusing on the many items in a home that use electricity. Now, have students close their eyes and listen as you tell a story of what could happen if there was no electricity. Imagine that you are at home with your family on a spring evening. There are reports on the television and radio of a heavy thunderstorm on its way. Soon, the winds blow strong, rain pours from the sky, and hail begins to pelt the ground. All of a sudden your home goes silent and black. You look outside to see that trees have fallen all around and have broken the hydro wires that bring electricity to your home.

Now, have students open their eyes and discuss what they would do if this happened to them in real life.

Ask students: ■

■

What problems do you encounter when you lose power in your home? (e.g., television does not work, lights do not work, electric oven does not work, appliances do not work, there is no heat for the house) Who else could encounter problems in an electrical storm in which power is lost? (e.g., farmers, people working in stores or offices, students in the classroom)

Record students’ suggestions under the “problem” heading. Now, invite students to find solutions to these problems. Ask: ■

How could you and your family find solutions to these problems until the power lines are repaired?

Review each problem, and, in the second column of the chart paper, write solutions. For example: Problem

Solution

no television

read a book, do a puzzle, play a board game

no lights

use candles to provide light

no oven

cook meals on a barbecue

no heat

use a fireplace for heat

Introduce the guided inquiry question: What happens when energy is lost?

Record additional problems and solutions discussed by the class. Then, have students use the activity sheet to draw an illustration of their experiences during the imaginary storm.

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•

Grade 1

Distribute a copy of Activity Sheet: An Imaginary Storm (3.6.1) to each student. Have students complete the activity sheet.

Have students write stories about what happens to them during an imaginary storm. Students can use the task card to guide their writing.

Activity Sheet Directions to students: Draw a diagram showing different people and other living things during the imaginary storm. Under your diagram, describe what would happen to the everyday lives of people and other living things if electrical energy (electricity) was no longer available (3.6.1).

Consolidate and Debrief ■

■

Action: Part Two Review the other types of energy and examples from lesson 4. Construct a chart, as in the following example:

■

■

Energy Loss Type of Energy

Uses

Problem

Solution

gasoline natural gas propane gas batteries

For each type of energy, discuss its uses, what problems would occur if this energy source was not available, and how those problems could be overcome. Encourage students to respond using a variety of sentence starters. For example: ■

■

■

If we had no gasoline, our car would not run, so we would have to walk everywhere. If we had no gasoline, our motorboat would not run, so we would have to use the oars to paddle. If we had no gasoline, our lawn mower would not run, so we would have to borrow an electric mower or a push mower.

Learning Centre

A TR IN

Revisit the guided inquiry question: What happens when energy is lost? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Students can create skits, plays, and puppet shows about the imaginary storm. These can be video recorded for other students, classes, and families to watch.

■

Access the interactive activity, Loss of Energy, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

At the learning centre, provide pencils, a copy of Learning-Centre Task Card: My Night in the Storm (3.6.2), and copies of Learning-Centre Activity Sheet: My Night in the Storm! (3.6.3).

Energy in Our Lives

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6

Name:

220 – 3.6.1 – 3.6.3 _______________________ _______________

_______________________

_______________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

___________________________

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_______________

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___________________________

_____________________________

____________________________

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_____________________________

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Middle ________________________

End

_________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3.6.3

3.6.1

________________________________________ A TR IN

An Imaginary Storm

3.6.1

3.6.3 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Name:

Beginning

Characters

My Night in the Storm! __________________________

________________________

__________________________

Date:

_____________________________

Date:

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.6.2

Learning Centre

My Night in the Storm

1. Imagine the night of the big storm. You are at home with your family when the winds start to blow, the rains start to fall, and a bolt of lightning flashes across the sky. You hear a loud boom…and suddenly the lights go out!

2. Write a story about what happened that night.

3. Draw pictures to go with your story.

3.6.2

7 How Can We Save Electricity? Citizenship, Character, and Critical Thinking: Students will analyze their use of energy in the classroom, and develop ways to help conserve energy. They can then share their plan with family members and come up with ways to save energy at home.

Materials ■ ■ ■ ■ ■ ■ ■ ■

■ ■

chart paper markers poster paper graph paper rulers diaries/journals pencils Activity Sheet: My Action Plan for Saving Electricity (3.7.1) concept web (from lesson 1) Pictionary (3.1.2)

Activate

S

Review students’ understanding of the importance of electrical energy. Title a sheet of chart paper “Electrical Energy Use.” Ask: ■ ■

How do we use electricity? What devices in our homes, school, and community use electricity?

Have students share their background knowledge of electricity costs, consumption, and conservation. Introduce the guided inquiry question: How can we save electricity?

Action

As a class, keep a diary or journal of all classroom uses of electrical energy for a week. Discuss ways that students could conserve electricity on a daily basis. Distribute a copy of Activity Sheet: My Action Plan for Saving Electricity (3.7.1) to each student. Have students use it to record their commitment to conserving electricity in the classroom. Activity Sheet Directions to students: Complete the sheet to show how you are going to save electricity in the classroom (3.7.1). Assessment of Learning AoL Observe students on a regular basis to determine their proactive approach to conserving energy in the classroom. Use the Anecdotal Record sheet, on page 26, to record results.

Consolidate and Debrief ■

As a class, brainstorm a list of uses of electrical energy. Record students’ ideas on chart paper. Discuss ways electricity is used specifically by students on a daily basis. As a class, brainstorm a list of how electricity is used in the classroom and school on a daily basis. Record these ideas on chart paper. Ask: ■

Why do we turn off the lights when we leave the classroom?

S

■

■

Revisit the guided inquiry question: How can we save electricity? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate.

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21st Century Competencies

7 ■

Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Enhance

S

■

Have students share their action plans with family members, and discuss ways to save energy at home and in the community.

■

Check out local electric company websites for classroom resources. For example, Hydro One’s Kids’ Corner has a variety of online facts, games, and videos about saving energy.

■

Focus on energy conservation, and discuss the importance of reducing the amount of electricity we use. Have students design a poster on conserving energy at home or school. Display the posters throughout the school, or have students present their “Conserving Energy” posters to other classes in the school.

■

As a class, prepare a write-up for the school newsletter on how to conserve energy at home, at school, and at work.

■

Invite an employee from the local electric company to discuss the importance of energy conservation.

■

Discuss other ways of saving energy, such as heating costs from natural gas, gasoline consumption, and battery use.

■

Have students continue their do-it-yourself projects at the Makerspace centre.

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Grade 1

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Reproducibles

3.7.1

My Action Plan for Saving Electricity

2. Why should we try to save electricity? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What I will do to save electricity: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Signed: _____________________ Date: _______________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Draw a picture to show how we use electricity in the classroom.

3.7.1

3.7.1 – 223

How Do We Use Energy 8 Throughout the Seasons? 21st Century Competencies Collaboration and Communication: Students will collaborate to create collages of how energy is used differently in different seasons. Students will also explore how energy was used by Indigenous peoples in their traditional homes. Information can also be gathered from home and then shared with classmates.

Materials

■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■

large collection of seasonal images (from calendars and online sources. Make enough sets of images for group work. Place sets in envelopes or zipper-lock bags.) chart paper from lessons 1 and 4 that list the types of energy students use daily at school and at home computers/tablets with Internet access printer chart paper markers Scotch tape Native Homes, a book by Bobbie Kalman mural paper catalogues, magazines, online images glue scissors Activity Sheet: How Do We Use Energy at Home During the Different Seasons? (3.8.1) concept web (from lesson 1) Pictionary (3.1.2)

Activate Divide the class into working groups, and provide each group with a set of seasonal images. Have students sort the images according to their own determined rules. They can then display the sorted images by taping them onto chart paper. Have each group share their sorting chart without describing their sorting rule. Have other students guess their rule.

■ ■

■

■

What do you know about the seasons? What is the weather like in spring, summer, fall, and winter? How do living things change during the seasons? (discuss plants and animals) What do humans do differently during different seasons?

Have students share their ideas and background knowledge. Introduce the guided inquiry question: How do we use energy throughout the seasons?

Action: Part One Read Native Homes by Bobbie Kalman, which portrays the dwellings built and lived in by Indigenous peoples across North America. Discuss the different kinds of dwellings that Indigenous peoples traditionally built many years ago and the materials (e.g., animal hides, wood from trees) used to build them. Ask: ■

■ ■

How do you think people who lived in each of these types of homes kept warm in winter? How do you think they kept cool in summer? Did they have electricity or furnaces for heat or air conditioning to stay cool?

This activity also provides an opportunity to review the importance of fire for heat. Have students research techniques Indigenous peoples used to stay cool in hot weather and/ or warm in cold weather, or invite a local Elder or Métis Senator to share such knowledge. Discussion may also focus on energy sustainability and conservation, since some traditional techniques can and are still used

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

Focus on charts that depict images sorted according to the seasons (if this has not been done by any group, use an additional set of images to sort these as a class). Ask:

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•

Grade 1

8 today (e.g. wood burning fires for warmth, using shade to reduce heat).

Winter

Spring

Fall

Summer

Review the anchor charts made in previous lessons to discuss the types of energy students use every day at school and at home (see lessons 1 and 4). Ask: ■

■

Do we use energy in the same ways throughout the year? Do we use energy differently in different seasons?

Have students share their ideas. On chart paper, make a chart that includes the four seasons, as below: How do we use energy throughout the seasons? Spring

Summer

Fall

Winter

For each season, have students describe the weather and other characteristics. Next, have students identify the ways we use energy and the types of energy we use in school, and record their suggestions on the chart. For example: ■

■

winter: furnace/boiler for heat, extra layers of clothing to keep warm summer: air conditioning and fans to stay cool, close the curtains/blinds to block Sun’s heat

Complete the chart for each season.

Action: Part Three Divide the class into working groups, and provide each group with mural paper, markers, catalogues, magazines, access to online images, glue, and scissors. Have each group draw the following on the mural paper:

Students can look through catalogues, magazines, and online sources to find images that depict how humans use energy in different seasons. Have them cut out (and/or print) the images and glue them onto the mural paper in the appropriate section. When complete, have each group share its mural with the class. Assessment of Learning AoL Observe students as they work in groups on their murals. Use the Cooperative Skills Teacher Assessment sheet, on page 37, to record results. Assessment as Learning AaL Have students use the Cooperative Skills SelfAssessment sheet, on page 34, to reflect on their ability to work together.

Action: Part Four Provide each student with a copy of Activity Sheet: How Do We Use Energy at Home During the Different Seasons? (3.8.1). Have students take home the activity sheet and, with their family, discuss ways they use energy in each season. Have them record their ideas and bring the sheet back to school the following day, to share with their classmates.

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Action: Part Two

8 Students can then add to the class chart, or add additional images to their murals, based on their activity sheets. Activity Sheet Directions to students: On the chart, use pictures and words to record the types of energy you use at home during the different seasons (3.8.1).

Consolidate and Debrief Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

■

■

■

■

Access the interactive activity, Seasonal Differences, in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Revisit the guided inquiry question: How do we use energy throughout the seasons? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new words, illustrations, and examples to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and definitions to their Pictionary (3.1.2). When possible, encourage students to add terms and examples in other languages, including Indigenous languages, reflective of the classroom population.

Enhance ■

Tie this lesson into Unit 2 (Materials, Objects, and Everyday Structures), and have students look at clothing worn during the different seasons (e.g., clothes in autumn and winter are designed to conserve heat energy and keep us warm). This is a valuable inquiry because it relates to energy and is directly related to students’ everyday experiences. Conduct an experiment related to this topic in which different materials are used to insulate a thermometer that is then inserted into cold water.

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Grade 1

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Date:

__________________________

Name:

Reproducibles

3.8.1

________________________________________

How Do We Use Energy at Home During the Different Seasons? We have learned about different kinds of energy and how we use energy every day. Talk with your family, and record ways that you use energy during the different seasons. Spring gasoline

natural gas

natural gas

propane gas

propane gas

electricity

electricity

batteries

batteries

wood

wood Fall

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Winter gasoline

Summer

gasoline

gasoline

natural gas

natural gas

propane gas

propane gas

electricity

electricity

batteries

batteries

wood

wood 3.8.1

3.8.1 – 227

Inquiry Project: How Can We Design and 9 Build Devices That Use Energy? 21st Century Competencies

Activate

Creativity and Critical Thinking: Students use technological problem solving and the design process to build a device of their choosing, based on co-constructed criteria. Students also explore Indigenous knowledge about the wind.

Review with students that all kinds of things use energy to perform a variety of tasks. Have students think about different devices they have explored during the unit and identify the forms of energy these devices use (e.g., windmills use wind energy; paddlewheels use energy from moving water; bikes and swings use human energy; cars, boats, and snow blowers use gasoline; home furnaces use natural gas; barbecues use propane; electrical appliances use electricity).

Materials ■ ■

■ ■

■ ■

■

■

■

■ ■ ■

■

■ ■

Explain to students that they will be challenged to design and construct an object that uses energy to do a job. Provide a few examples such as: ■ ■ ■

toy that moves musical instrument that makes sound kite or pinwheel

Introduce the guided inquiry question: How can we design and build devices that use energy?

Action: Part One

S TP

Discuss students’ background knowledge of how air moves objects. Ask: ■ ■

Can air make things move? How? What examples can you give that prove air moves?

Focus on objects such as fans, hair dryers, swaying trees, flying kites, flags, clothes on a clothesline, leaf blowers, and so on. Now, have students take a deep breath and observe one another while doing so. Ask: ■

■

■ ■

When you take a deep breath, what do you notice about your chest? Why does your chest expand, or get bigger, when you take a breath? What is inside your lungs when you breathe in? Using the air in your lungs, can you make things move?

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

chart paper markers craft and science books and websites about projects and designs computers/tablets with Internet access materials identified by students for project designs Activity Sheet: Air Moves Objects! (3.9.1) traditional Indigenous stories about wind (e.g., The Wish Wind by P. Eyvindson, “The First Tornado” from the book How We Saw the World by C. J. Taylor) Indigenous Thanksgiving address resources (e.g., ; ; ; Giving Thanks: A Native American Good Morning Message, a book by Chief Jake Swamp) Learning-Centre Task Card: Blow It Away! (3.9.2) Learning-Centre Activity Sheet: How Far Will It Move? (3.9.3) drinking straws masking tape small movable objects (e.g., tissues, cotton balls, coins, cubes) nonstandard devices for measuring length (e.g., paper clip, unifix cubes) concept web (from lesson 1) Pictionary (3.1.2)

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9 Now, tell students they are going to design and construct an object that can be moved using air. Brainstorm a list of possible devices such as: ■ ■ ■

■

kite pinwheel tabletop game (e.g., mini-soccer, using straws and Ping-Pong balls) wind-powered toy

Have students conduct background research by exploring craft and science books, as well as websites to access ideas for their projects and designs. They may work individually or in pairs, depending on interests and project ideas. As a class, identify criteria for the design project. For example: ■ ■ ■ ■

creates labelled design first moves using air uses recycled materials provides demonstration

Distribute a copy of Activity Sheet: Air Moves Objects! (3.9.1) to each student. Have students use the activity sheet to record the design process. Once projects are complete, have students present them to the class. Activity Sheet Directions to students: Use the sheets to record your design and how you are going to construct a device that moves using air (3.9.1). NOTE: This is a two-page activity sheet.

o

Assessment of Learning Use the Rubric, on page 36, to record the criteria and results as students present their projects for demonstration purposes. A L

Assessment as Learning AaL Have students complete the Student SelfAssessment sheet, on page 31, to reflect on their inquiry project and their overall learning about energy.

Action: Part Two Explore traditional Indigenous knowledge about wind. Invite a local Elder or Métis Senator to the class to share knowledge about the topic. Traditional Indigenous stories about wind can also be shared from children’s books such as: ■ ■

The Wish Wind by P. Eyvindson “The First Tornado” from How We Saw the World by C. J. Taylor

As well, many Indigenous peoples, including the Haudenosaunee and Anishinaabe, have Thanksgiving addresses that make reference to the winds and to other forms of energy (e.g., Sun). Invite Elders and Métis Senators to share their own Thanksgiving Address with the class. The following resources can be used with students: ■

https://www.youtube.com/ watch?v=swJs2cGNwIU “Haudenosaunee Thanksgiving Address”: A child interviews her grandmother to learn about the Thanksgiving Address.

■

https://www.youtube.com/ watch?v=sWKac3o7isk “Haudenosaunee Thanksgiving Address”: An example of the Thanksgiving Address is provided with visuals, music, and text.

■

Giving Thanks: A Native American Good Morning Message by Chief Jake Swamp

Learning Centre

L-M

At the learning centre, provide several small objects that can be moved a short distance by blowing at them through a drinking straw (e.g., tissues, cotton balls, coins, cubes), as

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Have students use the air in their lungs to make things move (e.g., blow on a pinwheel, blow on a piece of paper).

9 well as masking tape, straws, and nonstandard devices for measuring length (e.g., paper clip chain, unifix cube train). Also, provide a copy of Learning-Centre Task Card: Blow It Away! (3.9.2) and copies of Learning-Centre Activity Sheet: How Far Will It Move? (3.9.3). On the tabletop, create a starting line for this investigation using a marked strip of masking tape.

■

Enhance ■

Have students design and construct objects that use other kinds of energy. For example, explore the use of elastics or springs as a form of energy to move toy cars.

■

Straw Painting: Paint a picture by placing small amounts of paint on art paper and blowing the paint around the paper with a straw.

■

Bubble Painting: You will need a baking pan or dishpan, a mixture of water and paint, 250 mL of liquid dish soap, straws, and art paper.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Have students use nonstandard measurement to measure their ability to move different objects using their own air energy. SAFETY NOTE: Students should not share straws.

!

NOTE: Prior to having students visit the centre, discuss the idea of a fair test. For the activity at the learning centre, a fair test would include: objects start on the Starting Line, the same person blows on the straw, and the student holds the straw the same distance away from each object.

Assessment as Learning AaL Have students complete the 21st Century Competencies Student/Teacher Reflection sheet, on page 33, to reflect on their use of the 21st Century Competencies throughout the unit. Students record their reflections in the rectangles. The sheet also includes oval spaces for teachers to provide descriptive feedback to students.

Fill a large baking pan with a mixture of water and paint. Add 250 mL of liquid soap. Give each student a straw and let them blow gently into the water. The bubbles will rise above the top of the pan. Have students gently place art paper on top of the bubbles, then remove it and let it dry. The result will be a painted picture of colourful bubbles. ■

Access the interactive activity, Building a Car (Device Using Energy), in the Grade 1, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students complete their do-it-yourself projects at the Makerspace centre.

Consolidate and Debrief ■

■

■

Revisit the guided inquiry question: How can we design and build devices that use energy? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the concept map as students learn new concepts and answer some of their own inquiry questions. Add new words, illustrations, and examples to the class word wall. Include words in other languages, as appropriate.

230

Have students add new words and pictures to their Pictionary (3.1.2). Have students cut apart the rows, alphabetize their words, add a cover page, and bind the pages together to create a booklet of terminology related to energy.

Hands-On Science and Technology for Ontario

•

Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

3.9.1

__________________________

Name:

Date:

________________________________________

__________________________

Air Moves Objects!

Name:

________________________________________

Air Moves Objects! (continued) 4. List the materials you will need to build your project.

______________________________________________________________

____________________________

_______________________________

______________________________________________________________

____________________________

_______________________________

______________________________________________________________

____________________________

_______________________________

______________________________________________________________

5. Build and test your design.

2. What are you going to build?

6. How does your project meet the criteria?

______________________________________________________________

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______________________________________________________________ 3. Draw a labelled diagram of your plan.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Record the criteria for the project:

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 7. Draw a labelled diagram of an interesting project done by someone else in the class.

8. What questions do you still have about energy? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

3.9.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Date:

3.9.1

3.9.2

3.9.3

Learning Centre

Date:

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Blow It Away! Object

Do you think you can move them by blowing on each one with a straw?*

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Which ones do you think will move farthest?

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Which ones do you think might not move at all?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. Place one of the objects at the starting line. On the activity sheet, record how far you think the object will move when you blow on it through a straw. 3. Test your prediction by blowing on the object through a straw. ■■

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How Far Will It Move?

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What do you need to do to make sure it is a fair test?

4. Measure how many units it moved. 5. Repeat this for other objects at the centre. *Throw away your straw when you have completed this activity.

3.9.2

Prediction: How far will it move?

Result: How far did it move?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Draw a labelled diagram to show how far each object moved. Put them in order from shortest distance to longest distance.

3.9.3

3.9.1 – 3.9.3 – 231

Reproducibles

3.9.1

Unit 4 Daily and Seasonal Changes

Introduction

The unit emphasizes several key concepts already familiar to the grade-one program (e.g., sequencing events, identifying the days of the week, identifying the characteristics of seasonal changes). For this unit, you may find it more appropriate to focus on the suggested activities throughout the year, as opposed to teaching the unit in one shorter block of time. This is especially true when studying the months and seasons.

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Organize a variety of relevant reading materials, at a range of reading levels appropriate for your class, to allow students to engage with the materials more frequently and to help them build their knowledge base. If possible, suggest websites students can visit, and allow students to peruse these on their own time. Always preview any websites you expect your students to use. Collect a variety of tools and materials prior to starting this unit such as the following: ■

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Classroom: chart paper, markers, scissors, mural paper, crayons, pastels, glue, coloured construction paper (various colours, including black and yellow), paper clips, unlined index cards, masking tape, chalk, magnifying glasses, art paper, Plasticine, digital camera, document camera, wax paper, white crayons,

paintbrushes, stapler and staples Books, pictures, and illustrations: magazines, variety of picture books (including books and videos about animals during the seasons), any storybook version of Goldilocks and the Three Bears, the books Goodnight Moon by Margaret Wise Brown and Chicken Soup With Rice: A Book of Months by Maurice Sendak Household: cloth, yarn, ribbon, dishes, paper plates, cardboard, newspaper, liquid starch Other: large monthly calendar, thermometers, outdoor thermometer, deciduous tree growing in the school yard or local community, sand, soil, rocks, grass, materials for making bird feeders, materials for making habitat models, bird feed, butterfly nets, globe, tissue paper (red, yellow, and orange)

Introduce students to local Indigenous stories about the creation of the seasons. The following DVDs are excellent resources for this topic: ■

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Stories from the Seventh Fire: Summer and Autumn Stories from the Seventh Fire: Winter and Spring

The DVDs can be ordered online at: . ■

In lesson 5, students make “zigzag” picture books at the learning centre. Pre-prepare these booklets by folding long strips of paper into eight sections (see figure on page 265). It may be helpful to have a parent-volunteer create these prior to the lesson.

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In lesson 7, a substance or material that will melt quickly is required; make ice ahead of time, or have ice cream available for this lesson (see page 273).

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

In this unit of Hands-On Science and Technology for Ontario, Grade 1, students focus on changes as they occur daily, weekly, monthly, and throughout the seasons. Students will be actively involved in investigating changes over time. They will identify regular events, sequence events, and observe the characteristics of living things over periods of time. As students are comparing variables over time, they will also find excellent opportunities to sequence and graph data.

Hands-On Science and Technology for Ontario

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In lesson 11, students engage in a technological problem-solving activity of building bird feeders and are required to bring into class a variety of materials such as recycled plastic containers (e.g., yogurt, margarine), milk cartons, egg cartons, felt, scraps of other material, and so on. Teachers may consider sending a letter home with students several weeks prior to starting this activity to ensure that all students have sufficient materials for building their bird feeders. Develop a Makerspace centre. Classroom Makerspaces are usually designed as centres where students learn together and collaborate on do-it-yourself projects. Students are given the opportunity to work with a variety of age-appropriate tools, as well as with everyday and recycled materials. Additionally, arts-and-crafts are often integrated into Makerspace offerings. For this unit, set up a Makerspace centre in your classroom that encourages informal learning about daily and seasonal changes. Collect a variety of arts-and-crafts supplies and materials that reflect the challenges students might take on at the centre. Include general materials, such as those listed in the Introduction to Hands-On Science and Technology for Ontario, Grade 1 (see page 18), as well as unit-specific materials. In this unit, for example, provide items that indicate seasonal changes (e.g., leaves, dried flowers, seeds, feathers, calendars, photographs and Internet images of the seasons). Provide an assortment of flashlights, mirrors, and various colours of paper so that students can investigate light, reflection, and heat. Include materials students can use to build a birdhouse and bird nests, as well as supplies to make shadows and calendars.

SAFETY NOTE: Engage in a discussion about safety and respect at the Makerspace with students before beginning this unit. Consider small parts and potential hazards for students of all ages and abilities who will have access to the Makerspace area. At this age, this exploration needs to be supervised.

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Do-it-yourself projects may include anything related to the concepts of this unit. Projects students might initiate include (but are not limited to) designing and constructing one of the following: ■ ■

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a model greenhouse using Kinex a model of a house that uses sunlight for light and heat a birdhouse for a winter bird a bird nest a sundial models or a diorama of trees in the different seasons a new type of lamp a structure that creates a unique shadow a personalized calendar

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The Rabbit Problem by Emily Gravett (The story follows the animal characters as they experience problems throughout the seasons.) When the Wind Stops by Charlotte Zolotow and Stefano Vitale Sadie and the Snowman by Allen Morgan

As inquiry questions are posed with each lesson, you will also find these questions inspire other do-it-yourself projects related to the unit. Students may determine solutions to these questions through the creating they do at the Makerspace centre. Remember to not direct the learning here; simply create the conditions for learning to happen.

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For more information about Makerspace centres, see page 18 of the Introduction.

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Indigenous Worldviews Teachers are reminded of the value of incorporating Indigenous perspectives and worldviews into lessons whenever possible. This includes the following: ■

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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ensuring Indigenous worldviews are represented in classroom learning such as daily and seasonal changes learning how humans, animals, and plants depend on the Sun for light and for warmth to meet their basic needs for survival having a respectful relationship with the environment, which is essential to understanding the seasonal changes that impact our daily lives developing a better understanding of weather conditions and how to identify changes of the seasons

Science and Technology Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as: ■

afternoon, behaviour, characteristic, cycle, day, days of the week, daytime, dormant, energy, hibernate, heat, light, living thing, months of the year, morning, nighttime, season, sequence, shadow, Sun, survival, today, temperature, tomorrow, yesterday.

Teachers should also consider infusing vocabulary related to scientific and technological inquiry skills into daily lessons. This vocabulary might be displayed in the classroom throughout the year, as it relates to all science and technology units. Students could then brainstorm which skills they are being asked to use as they work in particular lessons. They could also discuss what each skill looks and sounds like as they explore and investigate. Vocabulary related to scientific and technological inquiry skills include:

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ask, brainstorm, collect, compare, construct, create, describe, estimate, explain, explore, find, graph, follow, identify, improve, match, measure, observe, order, plan, predict, record, research, select, test.

In lesson 1, students start a “pictionary”—a picture dictionary in which they record new vocabulary introduced throughout the unit. NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in other languages. For example, students may include terms in Indigenous languages, or English-language learners may include terminology in languages they speak at home. These words can be printed in the first box, along with the original English-language term.

Also in lesson 1, teachers create a science and technology word wall for the unit. The word wall can be created on a bulletin board or simply on a sheet of poster or chart paper. Record new vocabulary on the bulletin board or poster as it is introduced during the unit. Ensure the word wall is placed in a location in the classroom where all students can see it and refer to the words during activities and discussion. NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students. NOTE: A variety of online dictionaries may be used as a source for translations. For example: ■ ■ Online dictionaries are also available for other languages that may be reflective of the class cultural makeup.

Hands-On Science and Technology for Ontario

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Grade 1

Unit Overview Fundamental Concepts

Change and Continuity

Big Ideas ■ ■

Changes occur in daily and seasonal cycles. Changes in daily and seasonal cycles affect living things.

Overall Expectations By the end of Grade 1, students will:

Daily and Seasonal Changes

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Assess the impact of daily and seasonal changes on living things, including humans. 2. Investigate daily and seasonal changes. 3. Demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

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Curriculum Correlation Specific Expectation

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1. Relating Science and Technology to Society and the Environment 1.1 Assess the impact of daily and seasonal changes on human outdoor activities and identify innovations that allow for some of these activities to take place indoors out of season. 1.2 Assess ways in which daily and seasonal changes have an impact on society and the environment.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures during science and technology investigations.

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2.4 Use scientific inquiry/research skills, including generating questions and knowledge acquired from previous investigations, to identify daily and/or seasonal changes and their effects.

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2.5 Use appropriate science and technology vocabulary, including investigate, temperature, hibernate, dormant, energy, and survival, in oral and written communication.

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2.6 Use a variety of forms to communicate with different audiences and for a variety of purposes.

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3. Understanding Basic Concepts 3.1 Identify the Sun as Earth’s principal source of heat and light. 3.2 Define a cycle as a circular sequence of events.

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3.3 Describe changes in the amount of heat and light from the Sun that occur throughout the day and the seasons. 3.4 Describe and compare the four seasons. 3.5 Describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes.

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3.6 Describe how humans prepare for and/or respond to daily and seasonal changes.

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Resources for Students Birnbaum, Abe. Green Eyes. Victoria, BC: Dragonfly Books, 2011. Bouchard, David. Night and Day. Turtle Voices series. Newmarket, ON: Pearson, 2011. Bourgeois, Paulette. Franklin and the Thunderstorm. Toronto: Kids Can Press, 2016. Branley, Franklin M. Sunshine Makes the Seasons. Let’s-Read-and-Find-Out Science 2. New York: HarperCollins, 2016. Brown, Marc. Arthur Jumps into Fall. New York: Little Brown, 2006. Brown, Margaret Wise. Goodnight Moon. New York: HarperCollins, 2007. Bruchac, Joseph, and Jonathan London. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Reprint. New York: Puffin, 1997. ———. Seasons of the Circle: A Native American Year. New York: Scholastic, 2002. Brummel, Connie. Maple Moon. Markham, ON: Fitzhenry & Whiteside, 1999. Caduto, Michael, and Joseph Bruchac. Keepers of the Night: Native American Stories and Nocturnal Activities for Children. Golden, CO: Fulcrum, 1997. Calve, Genevieve, Albert Dumont, and Joan Commanda Tenasco. The Maple Leaves of Kitchi Makwa. Ottawa: Turtle Moons Contemplations, 2011. Carney, Margaret. At Grandpa’s Sugar Bush. Toronto: Kids Can Press, 2001.

Children of La Loche and Friends (eds.). Byron Through the Seasons: A Dene-English Story Book. Saskatoon, SK: Fifth House Publishers, 1994. Christopher, Neil, David Natcher, and Mary Ellen Thomas. Arctic Weather and Climate Through the Eyes of Nunavut’s Children. Iqaluit, NU: Inhabit Media, 2013. Ducharme, Linda. The Bannock Book. Winnipeg, MB: Pemmican, 2009. Flaherty, Louise. Things That Keep Us Warm. Iqaluit, NU: Inhabit Education, 2016. Fleming, Denise. The First Day of Winter. New York: Square Fish, 2012. Flett, Julie. Wild Berries.Vancouver, BC: Simply Read Books, 2013. Gillespie, Desiree. A Journey Through the Circle of Life. Winnipeg, MB: Pemmican, 2015. Goldstone, Bruce. Awesome Autumn. New York: Square Fish, 2015. Gravett, Emily. The Rabbit Problem. New York: Simon & Schuster for Young Readers, 2010. Guiboche, Audrey. Kawlija’s Blueberry Promise. Winnipeg, MB: Pemmican, 2015. Gürth, Per-Henrik. Canada All Year. Toronto: Kids Can Press, 2011. Henkes, Kevin. Old Bear. New York: Greenwillow Books, 2008. Hicks, Nola. Hurry Up, Ilua!. Iqaluit, NU: Inhabit Media, 2015. Ikuutaq, Paula Rumbolt. The Legend of Lightning and Thunder. Iqaluit, NU: Inhabit Media, 2013. Kalman, Bobbie. Native Homes. St. Catharines, ON: Crabtree, 2001.

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Bernard, Robin. A Tree for All Seasons. Des Moines, IA: National Geographic Children’s Books, 2001.

Locker, Thomas. Sky Tree: Seeing Science Through Art. New York: HarperCollins, 2001. Maclear, Kyo. The Fog. Toronto: Tundra, 2017. McDermott, Gerald. Raven: A Trickster Tale From the Pacific Northwest. Boston: Houghton Mifflin Harcourt, 2001. McLeod, Elaine. Lessons From Mother Earth. Toronto: House of Anansi Press, 2010.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Mike, Nadia. Seasonal Cycles. Iqaluit, NU: Inhabit Education, 2016. Miller, Debbie S. Arctic Lights, Arctic Nights. New York: Bloomsbury Press, 2007. Miyakoshi, Aikko. The Storm. Toronto: Kids Can Press, 2011. Morgan, Allen. Sadie and the Snowman. Toronto: Kids Can Press, 1985. Na, Il Sung. Snow Rabbit, Spring Rabbit: A Book of Changing Seasons. New York: Knopf Books for Young Readers, 2011. Nelson, Robin. Day and Night. First Step Non-Fiction series. Minneapolis: Lerner Publishing Group, 2011. ———. Seasons. First Step Non-Fiction series. Minneapolis: Lerner Publishing Group, 2011. Nicholson, Caitlin. Niwechihaw: I Help.Toronto: Groundwood, 2008. Orie, Sandra de Coteau. Did You Hear the Wind Sing Your Name? An Oneida Song of Spring. London, UK: Bloomsbury Publishing: Walker Children’s, 1995.

Sams II, Carl R., and Jean Stoick. First Snow in the Woods. Michigan: Carl R. Sams II Photography, 2007. Sendak, Maurice. Chicken Soup With Rice: A Book of Months. New York: HarperCollins, 2014. Seuss, Dr. Come Over to My House. New York: Random House Books for Young Readers, 2016. Sidman, Joyce. Red Sings from Treetops: A Year in Colours. Boston: Houghton Mifflin Harcourt, 2009. Silverstein, Shel. The Giving Tree. New York: HarperCollins, 2014. Snedeker, Joseph. The Everything Kids’ Weather Book. Avon, MA: Simon & Schuster, 2012. Tharp-Thee, Sandy. The Apple Tree. Oklahoma City, OK: The RoadRunner Press, 2015. Vanasse, Deb. Under Alaska’s Midnight Sun. Seattle: Sasquatch Books, 2005. Waboose, Jan Bourdeau. Skysisters. Toronto: Kids Can Press, 2002. ———. Morning on the Lake. Toronto: Kids Can Press, 1999. Yolen, Jane. Owl Moon. New York: Philomel Books, 1987. Zolotow, Charlotte, and Stefano Vitale. When the Wind Stops. New York: HarperCollins, 1997.

Prochovnic, Dawn Babb. Four Seasons! Five Senses! Sign Language for the Seasons and the Senses. New York: Magic Wagon, 2012. Rockwell, Anne. Four Seasons Make a Year. New York: Bloomsbury Publishing: Walker Children’s, 2004.

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Websites ■

http://pbskids.org/caillou/games/ dresscaillou.html Caillou—PBS Kids: Check the weather, and dress Caillou in the appropriate clothing for the weather.

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www.fossweb.com/foss-modules FOSS—The Full Option Science System: Check out the “Air and Weather” module. You must open an account or visit as a guest to access the science module.

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www.theideabox.com The Idea Box: Crafts, activities, music, and more for young children. Click on “Seasonal” to find activities, crafts, and projects with seasonal themes.

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www.planetdiary.com Planet Diary: Events and phenomena that affect Earth and its residents. This site is updated weekly with phenomena background information and activities. Includes Planet Diary calendar and archives.

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www.weatherwizkids.com Weather Wiz Kids: Designed by meteorologist Crystal Wicker, this site offers links to weather experiments, activities, tools, and a variety of information related to daily and seasonal changes.

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www.sheppardsoftware.com/ scienceforkids/seasons/seasons.htm Seasons (Sheppard Software): Interactive website featuring a variety of activities for each of the four seasons.

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www.bbc.co.uk/bitesize/ks2/science/ physical_processes/shadows/read/1 KS2 Bitesize: Information about shadows, including a quiz for students to assess what they know ().

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www.native-languages.org/houses.htm Native Languages—Native American Houses: Information about traditional Native American housing, featured on this website dedicated to the survival of Native American languages, particularly through the use of Internet technology.

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www.wildwoodsurvival.com/survival/ shelter/wigwam/wigwampukaskwa.html Wildwood Surviva—A Traditional Ojibway Wigwam at Pukaskwa National Park (Ontario, Canada): Photos and text about this traditional shelter used by the Ojibway people of northern Ontario and Minnesota.

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exchange.smarttech.com/ search?q=life+cycle+sequence& carousel=true SMART Exchange: Teacher Lesson Plans and resources submitted by educators from around the world, top educational publishers, and SMART. Enter relevant terms into the search engine to access a variety of activities that you can modify to suit the needs of your students. Creating a SMART exchange account is free.

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www.webexhibits.org WebExhibits: Interactive online museum of science, humanities, and culture.

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www.greenplanetfilms.org/product/ stories-of-the-seventh-fire-summerautumn/ Green Planet Films—Stories from the Seventh Fire: Summer and autumn stories can be ordered from this website.

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www.greenplanetfilms.org/product/ stories-of-the-seventh-fire-winter-spring/ Green Planet Films—Stories from the Seventh Fire: Winter and spring stories can be ordered from this website.

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Websites and Online Videos

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www.indigenouspeople.net/chipewyn.htm Athabasca Chipewyan First Nation

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https://www.youtube.com/ watch?v=IbNUH0ife2g “Why Do Some Animals Stay Up at Night?” (Hippothesis). Yowza Digital Inc./HooplaKidz TV, 2011 (3:59).

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https://www.youtube.com/ watch?v=VVloVe4jWMU “Noctural Animal Noises.” Katy Lange (2:21).

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https://www.youtube.com/ watch?v=yfNiIF3NWCM “Zoo Stories: Nocturnal Animals (Night Animals).” Socratica Kids (1:49).

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https://www.youtube.com/ watch?v=7lrYeDH4orE “Canadian Gold: Maple Syrup Then and Now.” CBC Life (4:31).

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https://www.youtube.com/ watch?v=7SrdKlzvHSs “How to Make Maple Syrup.” QuadSquad (6:24).

(Dene/Suline/Soline) Literature: This site links to Athabascan languages, stories, and more. ■

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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www.anishinaabemodaa.com/ lessons?lesson_id=46 Anishinaabe names of the moons and months can be found at this site. www.layers-of-learning.com/raven-stolesun-native-american-raven-legend/ Layers of Learning: Go to this site for a free printable version of the raven story that students can illustrate. www.anishinaabemodaa.com/ lessons?lesson_id=50 Explore the stories of local Indigenous peoples and how the seasons influenced daily life. This site offers an illustrated overview of traditional life for the Ojibway people throughout the seasons.

Videos ■

https://www.youtube.com/ watch?v=bI6k7rLFVfs “Shadows” (Hippothesis). Kristen McGregor, Yowza Digital Inc., 2011 (3:59).

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https://www.youtube.com/ watch?v=dNo2hFTMay4 “When Raven Stole the Moon.” Gishkishenh (1:51).

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https://www.youtube.com/ watch?v=XT5WG1EnWJE “Adapt to Environment” (Hippothesis). Kristen McGregor, Yowza Digital Inc., 2011 (4:00).

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https://www.youtube.com/ watch?v=atipwymJk5I “Goldilocks and the Three Bears.” Hugh Harman, Metro-Goldwyn-Mayer, 1939 (10:49).

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What Do We Already Know About 1 Daily and Seasonal Changes? Communication: This activity will activate students’ prior knowledge about the seasons, and elicit their understanding of various vocabulary terms related to daily and seasonal cycles.

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Picture Cards: Seasons (Photocopy each page onto sturdy card stock, and cut pictures apart.) (4.1.1) traditional Indigenous stories about the creation of seasons (The following DVDs are excellent resources: “Stories from the Seventh Fire: Summer and Autumn” and “Stories from the Seventh Fire: Winter and Spring” and can be ordered at: and . Another interesting site is: Athabasca Chipewyan First Nation (Dene Suline/Soline) Literature at .) computer with disk drive or a DVD player computer/tablet with Internet access printer (and paper) Activity Sheet: Pictionary (4.1.2) chart paper (or mural paper) markers card stock scissors chart-paper or mural-paper word splash (Create the word splash before beginning the lesson using the following vocabulary: fall, Sun, light, Tuesday, heat, day, spring, Saturday, daytime, nighttime, morning, afternoon, Wednesday, days of the week, winter, Sunday, yesterday, today, tomorrow, season, Monday, Thursday, shadow, characteristic, behaviour, living thing, cycle, summer.)

NOTE: The word splash will be added to throughout the unit, so be sure to leave plenty of blank space.

Activate Display Picture Cards: Seasons (4.1.1) in random order. Ask students: ■ ■ ■ ■ ■ ■

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What do you see in the pictures? What is different between these seasons? What is the weather like in each season? How are these seasons similar? How are these seasons different? How would you sort these pictures by season? How could you put these pictures in order?

Discuss and explore how the pictures can be sorted in a variety of ways, and how they may be sequenced to show the order of the seasons. NOTE: When events happen in a cycle (such as the seasons), students may recognize that there is more than one possible starting point to the sequence.

Introduce the guided inquiry question: What do we already know about daily and seasonal changes?

Action: Part One Read local Indigenous stories about the creation of the seasons to students. Invite an Elder or a Métis Senator to share knowledge and stories. Next, watch the following DVDs: ■

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Stories from the Seventh Fire: Summer and Autumn Stories from the Seventh Fire: Winter and Spring

This series, based on the art by Norval Morriseau and the live action footage of wildlife filmographer Albert Karvonen, outlines Cree stories set in four seasons. The series was produced in English and Cree and uses 2-D and

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21st Century Competencies

1 3-D animation and the voices of some of the best-loved Indigenous performers in Canada (e.g., Tantoo Cardinal and Gordon Tootoosis). Also, explore traditional stories of Indigenous peoples in other parts of Canada such as the Dene. See “Dene: Creation of the Seasons” at: .

Action: Part Two

toda

y sun

ing n r o m

time

t nigh

living thing

tomorrow

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behaviour

Saturday

winter

daytime Tuesday characteristic S summer unda y Wednesday t ligh

days of the week

cycle

yesterday

spring heat

shadow

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a Mond

Thursday fall season

afternoon

As a class, read the words aloud. Ask: ■

How well do you know these terms?

Have students do the following to indicate how familiar they are with specific words on the chart: ■

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Hold up one finger if you have heard the word or term before. Hold up two fingers if you can explain what the word or term means. Hold up three fingers if you can give an example or use the word in a sentence.

Circle the terms that students already know. Jot notes beside terms to indicate how students have explained them. Underline any terms students are unsure about. Post the word splash in a visible location where students can refer to it throughout the unit.

Now, discuss with students the purpose of the pictionary: a means for them to record words that they learn about daily and seasonal changes. As a class, discuss criteria for an effective entry, including recording the term, illustrating it, and using the term in a sentence. NOTE: The pictionary presents an excellent opportunity to celebrate cultural diversity by having students include words in languages other than English. For example, students may include the term for morning in an Indigenous language, or Englishlanguage learners may include terminology in other languages spoken at home. These words can be printed in the first box of the chart, along with the original English-language term. NOTE: A variety of online dictionaries may be used as sources for translations. For example: ■ ■ Online dictionaries are also available in other languages that may be reflective of the class cultural makeup.

Activity Sheet Directions to students: Record the word season in the first column of your pictionary. Draw a picture to go with the word, and use the word in a sentence (4.1.2).

Consolidate and Debrief ■

Revisit the guided inquiry question: What do we already know about daily and seasonal changes? Have students share their knowledge, provide examples, and ask further inquiry questions.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Display the word splash (see example below):

Distribute several copies of Activity Sheet: Pictionary (4.1.2) to each student. Have students keep the pages in a safe place—at the end of the unit, they will alphabetize the words and bind the pages to create a booklet depicting the theme of the unit.

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1 ■

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Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Begin a class word wall to display new terminology from the unit.

NOTE: Include terminology in other languages on the class word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students.

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Have students search on the Internet for pictures of each season, print the pictures, and add them to their pictionaries or to the class word wall.

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Access the interactive activity, Seasonal Cycles, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students begin their do-it-yourself projects at the Makerspace centre. (See page 18 in the Introduction to Hands-On Science and Technology for Ontario, Grade 1 and page 235 in the Introduction to this unit for details on setting up the Makerspace centre.)

Daily and Seasonal Changes

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Enhance

245

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246 – 4.1.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4.1.1

Seasons

4.1.1

Seasons (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.1.1

Seasons (continued)

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4.1.1

4.1.1

Seasons (continued)

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4.1.1

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4.1.1

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4.1.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Seasons (continued)

4.1.1

Seasons (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4.1.1 4.1.1

Seasons (continued)

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4.1.1

4.1.1

Seasons (continued)

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4.1.1

4.1.1 – 247

Reproducibles

CENTRAL SCHOOL

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.1.2

Date:

__________________________

Name:

________________________________________

Pictionary

✁

Word

Picture

Sentence _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

✁

Word

Picture

Sentence _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 4.1.2

248 – 4.1.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

2 How Do We Put Events in a Sequence? Critical Thinking: Students will analyze sequences of events and put them into a logical order.

Materials ■ ■

■ ■ ■ ■

■ ■

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Picture Cards: Seasons (4.1.1) Picture Cards: Chronological Events (Photocopy each set, and cut out the cards.) (4.2.1) scissors glue Activity Sheet: Ordering Events (4.2.2) At Grandpa’s Sugar Bush, a book by Margaret Carney computers/tablets with Internet access videos about making maple syrup (e.g., “Canadian Gold: Maple Syrup Then and Now” at: ; “How to Make Maple Syrup” at: ) The Bannock Book, a book by Linda Ducharme word splash (from lesson 1) Pictionary (4.1.2)

Activate Display Picture Cards: Seasons (4.1.1) from lesson 1. Ask: ■ ■ ■

What are the four seasons of the year? What is the weather like during each season? What is the order of the seasons?

Have students sort and sequence the pictures. NOTE: When events happen in a cycle (such as the seasons), students may recognize that there is more than one possible starting point to the sequence.

Introduce the guided inquiry question: How do we put events in a sequence?

Action: Part One From Picture Cards: Chronological Events (4.2.1), show students the picture cards of the egg, the chick, and the chicken in an incorrect sequence. Ask: ■ ■

■

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What is happening in these pictures? Are the pictures in the order that the events happened? How do you know they are not in the right order? What is the correct order?

When the pictures have been put in the right order, tell students they have just put the pictures in the correct sequence. Ask: ■ ■

What does the word sequence mean? What is an example of a sequence?

Explain that putting things in a sequence is the scientific way of saying putting things in the correct order. Show students the other picture cards from Chronological Events (4.2.1). For each of the two remaining sets, have students put the events in the correct sequence. During this activity, ask students to estimate the amount of time that might pass between events. This allows students to practise determining passage of time and the duration of events. Distribute a copy of Activity Sheet: Ordering Events (4.2.2) to each student. Have students complete it independently or with a partner. Activity Sheet Directions to students: Look carefully at the pictures. Cut out all of the pictures, and glue them in the order they would have happened (4.2.2).

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21st Century Competencies

2 NOTE: This is a two-page activity sheet. Do not photocopy back-to-back; students will be cutting out the images on the second page.

Consolidate and Debrief ■

Have students sequence events related to a traditional Indigenous activity. Read the story, At Grandpa’s Sugar Bush, by Margaret Carney, about a young boy’s experiences as he shares the tasks involved in making maple syrup the traditional way. After the reading, challenge students to sequence the steps in making maple syrup.

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Next, as a class, do one or more of the following: ■

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Visit a local maple syrup business in the spring when the sap is running. Invite an Elder or a Métis Senator to share stories about making maple syrup. Watch videos such as: ■ “Canadian Gold: Maple Syrup Then and Now” at: ■ “How to Make Maple Syrup” at:

Afterwards, have students compare/contrast present-day and traditional techniques and the sequence of steps involved in the processes. As an alternative sequencing activity, read The Bannock Book by Linda Ducharme. The author tells the story of a young girl as she helps her mother make bannock for her grandfather. The family is Métis and the author introduces a few Michif terms. The procedure for making bannock is described in simple sentences. After reading the book, students can sequence the steps for making bannock.

Enhance ■

The SMART exchange website has many SMART board sequencing activities for students. Enter relevant terms, such as “life-cycle sequence,” into the search engine to find appropriate activities. Go to: .

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Classroom cooking: Take simple recipes, and arrange the steps out of sequence by cutting apart and mixing up the directions. Have students re-sequence the steps.

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Photograph students as they do a class activity. Later, have students sequence and label the photographs to show the order that the events occurred.

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Purchase several used or inexpensive picture books, separate the pages, and cover the page numbers. Provide students with these pages, along with a second, unseparated

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Action: Part Two

Revisit the guided inquiry question: How do we put events in a sequence? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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2 ■

Access the interactive activity, Sequencing Events, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Daily and Seasonal Changes

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

copy of the book (or an answer key). Have students sequence the out-of-order pages so that they tell the same story as the book.

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4.2.1

252 – 4.2.1 Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4.2.1

Chronological Events

4.2.1

Chronological Events (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.2.1

Chronological Events (continued)

✁

4.2.1

4.2.1

Chronological Events (continued)

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4.2.1

✁

4.2.2

__________________________

Name:

Beginning Middle End

Beginning

Middle

End

4.2.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Chronological Events (continued)

4.2.1

Ordering Events

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4.2.1 4.2.1

Chronological Events (continued)

✁

4.2.1

4.2.2

________________________________________

Ordering Events (continued)

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4.2.2

4.2.1 – 4.2.2 – 253

Reproducibles

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Is There a Sequence to 3 Our Daily Activities? 21st Century Competencies Collaboration and Communication: Students will collaborate to create murals showing activities that occur before, during, and after school. Students will also communicate events that occur in their lives on a typical Saturday or Sunday.

Materials ■

■ ■ ■

■

■ ■ ■ ■ ■ ■

■

■ ■

chart paper markers scissors mural paper (three large sheets) art supplies (e.g., crayons, pastels, magazines, glue, fabric scraps, coloured construction paper) Cards: Charades (Photocopy the sets of cards, and cut out.) (4.3.1) digital camera computer printer paper Activity Sheet: A Weekend Day (4.3.2) Learning-Centre Task Card: Be Safe Out There! (4.3.3) labelling stickers (e.g., blank white stickers used to label kitchen spices) word splash (from lesson 1) Pictionary (4.1.2)

Activate Review the concept of a sequence with students. Ask: ■

■

■

What is the sequence of events when we go to the library? What is the sequence of events when we go to the gym? What is the sequence of events when it is lunch time?

For each of the two remaining sets of Charades cards, have a student act out the sequence while the remaining students try to guess what is being portrayed. Introduce the guided inquiry question: Is there a sequence to our daily activities?

Action: Part One As a class, discuss with students what they do before they come to school. Ask: ■ ■ ■

What time do you wake up? What is the first thing you do in the morning? What do you do next?

Record students’ activities on a sheet of chart paper titled “Before School.” Next, discuss what happens during the school day. Ask: ■ ■ ■

What time does school start? What do we do first at school? What do we do next?

Record students’ daily school activities on a new sheet of chart paper. Title this “At School.” Now, discuss activities that students do after school. Ask: ■ ■ ■ ■

What do you do after school? What do you do before supper? What do you do after supper? What do you do before going to bed?

Record students’ activities on a third sheet of chart paper. Title this “After School.”

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

Use Cards: Charades (4.3.1) to play a version of the game Charades in class. Have one student come up to the front of the class, select a set of cards, and act out the sequence of events. Once they have completed the sequence (and not before), have the class guess the activity that the student is acting out.

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3

The results will be three murals to which all students have contributed.

Assessment as Learning AaL Have students complete the Cooperative Skills Self-Assessment sheet, on page 34, to reflect on their progress working with others.

Action: Part Two Discuss some of the things students do on days when they are not at school. Ask: ■ ■ ■ ■ ■

Meet as a class to discuss the murals. Ask: ■

■ ■

Can you see a pattern in the activities that you do? Are there some activities you do every day? Are there some activities you do not do every day?

Discuss the various events, having students estimate and compare the duration of specific tasks. For example: ■

■

■

Which do you think takes more time, eating breakfast or brushing your teeth? Which do you think takes more time, taking off your jacket or reading a book? Which do you think takes more time, getting from school to home or eating your dinner?

This discussion will lead to differences and similarities among activities. For example, some students may walk to and from school while others take a bus or travel by car. The discussion allows students to reflect on and compare the duration of these various activities. Assessment of Learning AoL As students work together on the murals, observe their ability to work as a group. Record your observations on the Cooperative Skills Teacher Assessment sheet, on page 37.

■

What do you do on a Saturday or a Sunday? What do you do in the morning? What do you do in the afternoon? What do you do in the evening? What activities are the same on a school day and on a weekend day? What activities are different on a weekend day?

Distribute a copy of Activity Sheet: A Weekend Day (4.3.2) to each student, and have students use the ideas from the above discussion to complete it. Activity Sheet Directions to students: Draw pictures and print words to show activities you do on a Saturday or a Sunday (4.3.2).

Learning Centre

V-S

At the learning centre, provide a digital camera, computer, printer and paper, labelling stickers, felt markers, and a copy of Learning-Centre Task Card: Be Safe Out There! (4.3.3). Have pairs of students photograph each other as they take part, safely, in a daily routine. Once students have printed their photos, ask them to use the labelling stickers and markers to label their pictures with a number and some simple text (e.g., 1. Tie skates) so that the “steps” are easy to follow in order. They could also put a title at the top of the first photo (e.g., How to Go Skating). When all students have completed the learning-centre activity, bind all students’ photos

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Divide the class into three groups, and give each group a sheet of mural paper and one of the sheets of chart paper (“Before School,” “At School,” or “After School”). Have the groups spend 10 minutes drawing pictures of activities that they do before school, at school, or after school. Rotate the chart paper twice among the groups so that each group works on all three time periods. Students can draw pictures that correspond to text already on the page or other activities that they do during this time period.

3 together (each student’s photos in the correct order), and add a title page (e.g., “How-to Guide for [name of school] Students”).

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A sequence of events that occurs on a regular basis is often called a “routine.” For any classes doing coding in the classroom, this can be a very useful connection or starting point. Introduce students to computer programming, showing them that computers often follow a sequence of commands, just as students do in their lives.

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Access the interactive activity, Daily Activities, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

NOTE: Before beginning this activity, teachers should make sure they have parental consent to take photos of students, and no photos should be stored online.

Consolidate and Debrief

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

■

■

■

Revisit the guided inquiry question: Is there a sequence to our daily activities? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

Enhance ■

Cut out students’ responses about their daily activities written on chart paper during the Action: Part One activity. Have students sequence the activities they do before school, at school, and after school.

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Ask students to make picture diaries showing activities they have done over a weekend. Have students present their diaries during sharing time.

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Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.3.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Evening

A Weekend Day

Afternoon Morning

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

✁

Date:

Charades

Name:

_________________________________________

4.3.2

4.3.2

4.3.3

V-S

Learning Centre

Be Safe Out There!

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how to line up

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how to get a drink from the water fountain

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how to walk in the school hallways

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how to act during a fire drill

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how to eat lunch

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how to play outdoors

2. With a partner, take turns photographing each other to show how to do an activity safely in a few steps. 3. Print your pictures, and use a sticker to label each step with a sentence and a number to show the correct order.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Think of an activity that other students in our school need to know how to do safely. Here are some ideas:

4.3.3

4.3.1 – 4.3.3 – 257

Reproducibles

4.3.1

What Are Some Differences 4 Between Day and Night? 21st Century Competencies Critical Thinking, Communication, and Creativity: Students will infer what the teacher’s sorting rule is, and then sort and classify different activities. Students will imagine how the world would be different if there were no daytime, as well as what it would be like if there were no nighttime. They will also investigate nocturnal and diurnal animals.

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Picture Cards: Things That Happen in the Daytime (Photocopy the page, and cut apart the pictures.) (4.4.1) Picture Cards: Things That Happen at Nighttime (Photocopy the page, and cut apart the pictures.) (4.4.2) chart paper markers scissors Night and Day, a book by David Bouchard (also available on CD. Another book of traditional Indigenous stories about nocturnal and diurnal animals is Keepers of the Night: Native American Stories and Nocturnal Activities for Children by Michael Caduto and Joseph Bruchac.) computer with disk drive (if using CD) variety of books that explore concepts related to day and night (e.g., books related to the long hours of daylight in northern Canada such as Arctic Lights, Arctic Nights by Debbie S. Miller or Under Alaska’s Midnight Sun by Deb Vanasse; nonfiction books that focus on animal and plant behaviour both during the day and the night—diurnal and nocturnal animals— and changes in certain plants and flowers between night and day; Goodnight Moon by Margaret Wise Brown, which focuses on changes that occur as nighttime falls)

yellow black

■ ■ ■

Scotch tape word splash (from lesson 1) Pictionary (4.1.2)

Activate Put the yellow and black sorting circle on the floor, and have students sit in a circle around it. Place one picture from Things That Happen in the Daytime (4.4.1) in the yellow section of the sorting circle. Then, place one of the pictures from Things That Happen at Nighttime (4.4.2) in the black section of the sorting circle. Ask: ■ ■

What do you think my sorting rule is? What are your clues?

Add another picture to each half circle. Ask: ■

■ ■

■ ■

Why do you think these pictures are grouped together on the yellow paper? How are they the same? Why do you think these pictures are grouped together on the black paper? How are they the same? What is my sorting rule?

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Materials

Activity Sheet A: What Do You Know About Day and Night? (4.4.3) Activity Sheet B: Book Report (4.4.4) Learning-Centre Task Card: What If… (4.4.5) art paper pencils pencil crayons two large pieces of construction paper (one black, one yellow. Cut out a large half circle from each piece, and tape the half circles together to create a sorting circle.)

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4 Give students an opportunity to share their ideas and to sort the rest of pictures according to the daytime/nighttime sorting rule.

Activities for Children by Michael J. Caduto and Joseph Bruchac is an excellent resource for this project.

Introduce the guided inquiry question: What are some differences between day and night?

Action: Part Two

Introduce students to Métis writer David Bouchard’s storytelling with his children’s book, Night and Day. The book is also available on CD-ROM so pages can be projected. The story describes the different behaviours of various animal characters throughout the day and night. After reading the book, ask: ■

■

Which animals are most active during the day? Which animals are active at night?

As a class, create a t-chart and brainstorm a list of animals that are active in daytime and those that are active at nighttime. For example: Animals Active in Daytime robins squirrels eagles

Animals Active at Nighttime skunks owls bats

Have students conduct further research about nocturnal and diurnal animals. Have students predict what some useful features of nocturnal animals may be. For example, owls have large eyes that let in as much light as possible. This allows them to see much better at night than most animals. Nocturnal animals such as skunks, foxes, and raccoons have good hearing to hear predators they cannot see in the dark. NOTE: This activity ties in nicely to the Life Systems strand.

This activity can be extended to include learning traditional Indigenous stories about local nocturnal and diurnal animals. Keepers of the Night: Native American Stories and Nocturnal

■ ■

What changes when the Sun goes away? What changes when it comes back again?

Divide a sheet of chart paper into two columns: “Daytime” and “Nighttime.” During the discussion, record students’ ideas on the chart. Focus on different daytime and nighttime observations and activities, including the following: ■

■

■

sights and sounds people may see or hear in the daytime and at nighttime jobs people do in the daytime and jobs people do at nighttime animals active during the day (diurnal) and animals active at night (nocturnal)

Reinforce that daytime activities require light and/or heat, and nighttime activities require lack of light (darkness) and/or heat. Encourage students to identify similarities and differences between daytime and nighttime, exploring events common to both day and night, as well as those that are different. Distribute a copy of Activity Sheet A: What Do You Know About Day and Night? (4.4.3) to each student, and have students complete the sheet. Activity Sheet A Directions to students: Add to each picture to make the first one into a daytime scene and the second one into a nighttime scene (4.4.3).

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Action: Part One

Continue discussion about day and night. Emphasize the presence of the Sun during the day and the absence of the Sun at night. Ask students:

4 Action: Part Three

Consolidate and Debrief

Read a variety of books that explore concepts related to day and night. For example:

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During the reading of each book, discuss the similarities and differences between daytime and nighttime. After reading the first few books, select one and model the process of creating a simple book report about it. Then, distribute a copy of Activity Sheet B: Book Report (4.4.4) to each student, and have students use it to create their own book reports.

Enhance ■

■

Activity Sheet B Directions to students: Write a book report about one of the books your teacher read to you about day and night (4.4.4).

Learning Centre

Have students explore why some animals stay up at night by showing them the following videos:

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EX

At the learning centre, provide art paper, pencils, pencil crayons, and a copy of Learning-Centre Task Card: What If… (4.4.5). Have students imagine what their lives could be like if there were no daytime or no nighttime. Ask them to use the paper and pencils to record their reflections.

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https://www.youtube.com/ watch?v=IbNUH0ife2g “Why Do Some Animals Stay Up at Night?” Yowza Digital Inc./HooplaKidz TV, 2011 (3:59) https://www.youtube.com/ watch?v=VVloVe4jWMU “Nocturnal Animal Noises.” Katy Lange (2:21) https://www.youtube.com/ watch?v=yfNiIF3NWCM “Zoo Stories: Nocturnal Animals (Night Animals).” Socratica Kids (1:49).

Give each student one whole paper plate and one half of a paper plate. On the whole paper plate, have students draw pictures of things that occur during the day (e.g., the

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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books related to the long hours of daylight in northern Canada such as Arctic Lights, Arctic Nights by Debbie S. Miller or Under Alaska’s Midnight Sun by Deb Vanasse nonfiction books that focus on animal and plant behaviour both during the day and the night (i.e., the behaviour of diurnal and nocturnal animals, and changes in certain plants and flowers between day and night) Goodnight Moon by Margaret Wise Brown, which focuses on the changes that occur as nighttime falls

Revisit the guided inquiry question: What are some differences between day and night? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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4 ■

Access the interactive activity, Day and Night, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Sun shines, children are at school or playing outside). On the half paper plate, have students draw pictures that show things that happen at night (e.g., the moon, the stars, and nocturnal animals come out). Once their pictures are complete, have students use brass paper fasteners to attach the half plate over the whole plate, making certain that the half plate is movable (see below). Students can now use their models to discuss daytime and nighttime activities.

Daily and Seasonal Changes

261

262 – 4.4.1 – 4.4.4 What Do You Know About Day and Night?

Add details to this picture, and colour it to make this a daytime scene.

Add details to this picture, and colour it to make this a nighttime scene.

4.4.3

__________________________________________ __________________________________________

__________________________________________

Favourite picture in the book (page ____ )

4.4.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Illustrator:

__________________________________________

Author:

__________________________________________

This book is about: ______________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

✁

__________________________________________

Things That Happen in the Daytime

Book title:

_________________________________________

Name:

Name:

__________________________

Book Report

4.4.3

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4.4.1

Date:

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.4.2

Things That Happen at Nighttime

✁

4.4.2

4.4.4

________________________________________

4.4.4

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

EX

Reproducibles

4.4.5

Learning Centre

What If… 1. Imagine there is no nighttime and no darkness—ever ! ■■

How would your life be different?

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Do you think your life would be better or worse?

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How would your life be different?

■■

Do you think your life would be better or worse?

3. Draw a picture to share your thoughts. ■■

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Fold a piece of art paper in half. On one half of the paper, draw what your life would be like if it were always nighttime. On the other half of the paper, draw what your life would be like if it were always daytime.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2. Imagine there is no daytime, and it is always dark.

4.4.5

4.4.5 – 263

5 What Are Our Weekly Routines? 21st Century Competencies Communication: Students will communicate common activities that they do on various days of the week.

Materials ■

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■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

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Activate Display the days-of-the-week cards in random order. Review each word, discussing its meaning, its spelling, and capitalization of its first letter. Teach students the song “Days of the Week.” The words below are sung to the tune of “If You’re Happy and You Know It.” Sunday is the first day of the week. (clap, clap) Monday is the next day of the week. (clap, clap) Tuesday, Wednesday, Thursday, Then Friday on to Saturday. Now you have the seven days of the week. (clap, clap)

Introduce the guided inquiry question: What are our weekly routines?

Action NOTE: This activity will take a week to complete. It is best to begin on a Monday, so that the events of the preceding Sunday are still fresh in students’ minds.

Use a paper clip to attach the Sunday card to a piece of chart paper. Have students discuss activities they do regularly on Sunday, and record these on the chart paper. Distribute unlined index cards, and have each student draw a picture of one activity they do on Sunday. Use masking tape to attach the drawings to the Sunday chart. Near the end of each school day, record activities students have done that day, and have them draw pictures of those activities on unlined index cards. Students may also draw pictures of activities they plan to do that day after school. Attach these drawings to the sheet of chart paper titled with that day of the week. NOTE: Add Saturday’s activities to the chart on the following Monday.

Review the chart so that students have a chance to share their routines with classmates. This activity also reinforces the concept of events that occur within a one-day period. Distribute a copy of Activity Sheet: Days of the Week (4.5.1) to each student, and have students complete it. NOTE: Enlarge the activity sheet to ledger size to provide students with more space for drawing pictures.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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days-of-the-week cards (Use seven index cards to make these, each with a different day of the week printed on it.) chart paper (seven sheets) paper clips small, unlined index cards pencils crayons pencil crayons markers masking tape glue scissors ledger-size paper (11 in. × 17 in.) Activity Sheet: Days of the Week (4.5.1) Learning-Centre Task Card: What Do You Do Each Day? (4.5.2) word splash (from lesson 1) Pictionary (4.1.2)

While students sing the song, point to the name of each day of the week as it is sung, and have students point to the correct cards as they sing.

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Grade 1

Activity Sheet Directions to students: Cut out the names of the days of the week. Glue each day in order back onto the activity sheet, and draw a picture of your favourite activity for each day of the week (4.5.1).

Learning Centre

V-L

At the learning centre, provide students with prefolded booklets (fold long strips of ledger-size paper into eight sections—see figure below), markers, crayons, pencil crayons, pencils, the days-of-the-week cards, and a copy of Learning-Centre Task Card: What Do You Do Each Day? (4.5.2). Have students make zigzag picture books featuring something different they do on each day of the week.

Tell students to decorate the first page/section of their prefolded booklets as a title page for their Days-of-the-Week booklet. Then, on each of the subsequent seven pages, have students print one of the names of the days of the week at the top of the page. Encourage them to refer to the charts and the days-of-the-week cards for guidance. On each day, have students draw pictures of activities they do on that particular day. Continue the activity for a week, having students add pictures to the book each day. The Days-of-the-Week booklet can be folded up like a fan, and unfolded to read.

Consolidate and Debrief ■

Revisit the guided inquiry question: What are our weekly routines? Have students share their knowledge, provide examples, and ask further inquiry questions.

■

■

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Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

Assessment of Learning AoL Using the index cards with the names of the days of the week, have students sing the song “Days of the Week” and identify each day on the index cards as they sing. Then, mix up the cards, and have students sequence the days from Sunday to Saturday. Use the Anecdotal Record sheet, on page 26, to record results.

Enhance ■

Students can use software programs such as Google Apps for Education (Google Slides), Keynote, or Kids Pix to create a page on one of the days of the week, along with the activities that they do on that day. Arrange the class into groups of seven so that each student in a group can contribute to a different day/page in the book.

■

Examine historical contexts for the week by asking: Why are there seven days in a week? Have students research the history behind this time element and the meaning of each day. WebExhibits (an interactive online museum of science, humanities, and culture) provides excellent background information for teachers and inquiry questions for students on this topic. Go to: .

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5

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

5 ■

Compare the weekly routines of children in different countries. For example, the “day of rest” varies in different cultures, or may not exist at all.

■

Access the interactive activity, Clothespin Week, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.5.2 ✁ Tuesday

You are going to create a booklet that shows the activities you do on each day of the week. 1. Make a title page on the first page of the booklet. 2. Record the name of each day of the week on the next seven pages, at the top of each page.

Monday

3. On each page, record one activity you do on that day. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. Draw a picture to go with each activity. 5. Share your book with a friend.

Saturday

Friday

Thursday

Wednesday

Tuesday

How do the activities you do each day compare with your friend’s activities?

Monday

■■

Sunday

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Friday

Days of the Week

Sunday Wednesday Thursday 4.5.1

Learning Centre

What Do You Do Each Day?

Saturday

_________________________________________

Name: __________________________

Date:

V-L

4.5.2

4.5.1 – 4.5.2 – 267

Reproducibles

4.5.1

How Are the Months of the 6 Year the Same and Different? 21st Century Competencies

January (right hand faces down) February (left hand faces down) March (right hand faces up) April (left hand faces up) May (right hand on left shoulder) June (left hand on right shoulder) July (right hand on right ear) August (left hand on left ear) September (right hand on left waist) October (left hand on right waist) November (right hand on right hip)
 December (left hand on left hip) OH MONTHERENA! (jump, and turn ¼ turn) (repeat verse) 

Collaboration and Critical Thinking: Students will work in groups to analyze calendars and look for similarities and differences between months.

Materials ■

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■ ■ ■ ■ ■

■

■ ■ ■

■ ■

■

■ ■

Introduce the guided inquiry question: How are the months of the year the same and different?

Action: Part One Divide the class into working groups. Provide each group with several sample calendars. Have students identify similarities and differences between the calendars. Bring the class together again to debrief and share ideas. Ask: ■

■ ■ ■ ■ ■ ■ ■

■

What did you notice about the different calendars? Do all the calendar pages look the same? How are they similar? How are they different? At which month does the calendar start? At which month does it end? How many months are in the calendar? When 12 months have passed, how much time has gone by? What is the sequence of months of a year?

Teach students the words and actions to “The Montherena.” The tune and actions are the same as those for “The Macarena.”

Practise “The Montherena” song again, and record the months of the year on chart paper, in sequence. As a class, discuss the patterns students observe in the spelling, syllables, and sounds of the months.

268

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Activate

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

calendars (collect from local businesses, and encourage students to collect them, as well) large monthly calendar (commercial or teacher-made, paper or electronic, projected) Picture Cards: Weather and Special Events (4.6.1) glue stick scissors crayons and pencil crayons pencils Smart board or projector and computer (if using an electronic calendar) Chicken Soup With Rice: A Book of Months, a book by Maurice Sendak recycled scrap paper Activity Sheet: Months of the Year (4.6.2) Thirteen Moons on Turtles’s Back, a book by Joseph Bruchac and Jonathan London computer/tablet with Internet access resources about the names of the moons used by Indigenous peoples in your area (e.g., Anishinaabe names for the moons and months can be found at: ). Learning-Centre Task Card: Acting Out the Months (4.6.3) word splash (from lesson 1) Pictionary (4.1.2)

•

Grade 1

6 NOTE: The following activity will run over a period of one month and could be an effective daily calendar routine to do with students. In addition, this is a great opportunity to incorporate technology into your daily routine by creating a calendar on an interactive whiteboard or other device (e.g., computer or tablet). There are also many calendar routines available from Promethean Planet or the SMART Exchange websites.

Show students the large monthly calendar for the current month. Ask: ■ ■

What month are we in now? On what date does the month begin?

Stress the proper way to read the date; for example: “Today is Monday, October 4th.” Have students repeat the date on a daily basis. Also, have students state the dates related to yesterday and tomorrow in the same way. Focus on the day’s weather. Ask: ■ ■ ■ ■

What is the weather like today? Is it sunny or cloudy? Is it snowing or raining? Is it windy or calm?

Display Picture Cards: Weather and Special Events (4.6.1), and have students find a weather card that fits for the day. Next, focus on upcoming events for the month. Ask: ■ ■ ■

Does anyone have a birthday this month? Are there any special occasions this month? Do we have any field trips or special events planned for this month?

Add birthday and special-event cards to the calendar for the current month. Continue to focus on upcoming events for the month. Ask: ■

■

How many days are left in the month?

At the end of the month, review the weather, birthdays, and special events that occurred that month. (This reinforces the concept of events that occur in a one-month period.) Use the monthly calendar to reinforce math concepts such as counting, skip counting, before and after, and patterns. On a regular basis, take opportunities to include these types of activities in your calendar study. Distribute a copy of Activity Sheet: Months of the Year (4.6.2) to each student, and have students complete it. Activity Sheet Directions to students: Cut out the months of the year, and glue them onto the activity sheet in the correct order. Draw a picture in each month to show something you know about that month (4.6.2). NOTE: This is a two-page activity sheet. Do not photocopy back-to-back; students will be cutting out the images on the second page.

Action: Part Three Read the book Thirteen Moons on Turtles’s Back by Joseph Bruchac and Jonathan London. Discuss with students that each of the different moons has its own name, and each represents a month in a calendar. Discuss how each story relates to the changing seasons, the different nations, and Indigenous peoples’ activities in different seasons. Make a copy of the turtle template in the book for each student, and have students write the name of each moon on the turtle’s back. Ask students to also include the Indigenous word for each moon.

How many days until (student’s name) birthday?

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Action: Part Two

6 As an extension to this activity, research the names of the moons used by other Indigenous peoples in your area. For example, the Anishinaabe names for the moons and months can be found at: .

Learning Centre

Enhance ■

Make a large pictograph that identifies the birth month of each student in the class. As a class, select one of the following that students will draw to represent themselves on the pictograph: happy face, portrait, cupcake, or birthday-cake slice (see pictograph example in the Introduction to Hands-On Science and Technology for Ontario, Grade 1, on page 14). Once the pictograph has been completed, have students discuss and compare the data and record questions about the data for their classmates to answer. For example: ■ How many students have a birthday in June? ■ Which month has the most birthdays? ■ Which month has the least? The same?

■

Over a period of one month, record the daily weather. Then, as a class, construct a pictograph of the month’s weather. Use the weather cards from Weather and Special Events (4.6.1) for the pictograph.

■

Access the interactive activity, Months of the Year, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

R M-

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

NOTE: Prior to having students work at this learning centre, read the book Chicken Soup With Rice: A Book of Months by Maurice Sendak to focus further on the months of the year.

At the learning centre, provide a copy of the book Chicken Soup With Rice: A Book of Months, sample calendars, pencils, recycled scrap paper, and a copy of Learning-Centre Task Card: Acting Out the Months (4.6.3). Have students select a month and create actions to go with their selected month. Later, have students present their actions to each other.

Consolidate and Debrief ■

■

■

■

Revisit the guided inquiry question: How are the months of the year the same and different? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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Grade 1

9

8

12

Name:

7

1

Months of the Year

4.6.2

June

May

August

February

September

January

July

April

November

December

4.6.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

March

4

4.6.2

October

5

3

sunny sunny sunny sunny sunny birthday birthday birthday birthday birthday

cloudy cloudy cloudy cloudy cloudy birthday birthday birthday birthday birthday

raining raining raining raining raining

snowing snowing snowing snowing snowing

windy windy windy windy windy

hot hot hot hot hot

cold cold cold cold cold

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

special event! special event! special event! special event! special event!

special event! special event! special event! special event! special event!

special event! special event! special event! special event! special event!

hot hot hot hot hot

cold cold cold cold cold

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Weather and Special Events

✁

6

2

_________________________________________

✁

Months of the Year (continued)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

10

11

__________________________

4.6.1 4.6.1

Weather and Special Events (continued)

✁

4.6.1

4.6.2

4.6.2

4.6.1 – 4.6.2 – 271

Reproducibles

Date:

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.6.3

R M-

Learning Centre

Acting Out the Months The months of the year go in a sequence, and each month is a little different from the other months. 1. Look through the pages of the book Chicken Soup With Rice, and read the poem for each month. 2. Choose a poem that you would like to act out. 3. By yourself or in a group, create actions to go with the

words of the poem.

4. Share your actions with the rest of the class.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.6.3

272 – 4.6.3

7 How Do We Know the Sun Gives Us Heat? The Sun is the closest star to Earth, and it keeps Earth warm. The Sun’s rays are called “solar radiation,” and they are made of heat and light energy. The rays shine on Earth, travelling through the atmosphere and warming the air and Earth’s land and oceans. Some of the radiation is reflected off Earth, back into space. Some of the energy is trapped in Earth’s atmosphere and keeps the Earth warm.

21st Century Competencies Critical Thinking, Character, and Communication: Students will conduct an experiment to look at temperatures in direct sunlight and in indirect sunlight, and will explore Sun safety. They will also investigate Indigenous stories about the Sun.

Materials ■ ■ ■

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chart paper markers computer/tablet with Internet access (optional) Raven: A Trickster Tale From the Pacific Northwest, a book by Gerald McDermott and/or “How Raven Stole the Sun” at: (The video “How Raven Stole the Moon” can be found at: .) ice, ice cream, or something that will melt in a short period of time two bowls (to hold the ice or ice cream) six weather thermometers outdoor thermometer Activity Sheet A: Learning About the Sun (4.7.1) digital camera

Activity Sheet B: What I Know About the Sun (4.7.2) word splash (from lesson 1) Pictionary (4.1.2)

■

■ ■

SAFETY NOTE: Use alcohol thermometers rather than mercury thermometers. (Mercury thermometers are no longer permitted in schools due to the toxic nature of this element.) Mercury thermometers have a silver fluid inside, as opposed to the red fluid in a typical alcohol thermometer.

!

Activate Engage students in a discussion about the Sun. !

SAFETY NOTE: Instruct students to not look directly at the Sun, because it can damage their eyes.

Ask students: ■ ■ ■

■ ■

Where is the Sun? Can you touch the Sun? What does the Sun look like from where you are? What are the characteristics of the Sun? How does the Sun help us?

Title a sheet of chart paper “What We Know About the Sun.” Record students’ ideas about how the Sun looks, how it feels, and what the Sun does. Their ideas might include: ■ ■ ■ ■ ■ ■

The Sun is in the sky. The Sun looks round. The Sun is hot. The Sun gives us light. The Sun keeps us warm. You can get a sunburn if you are in the Sun for too long.

Encourage students to use terminology related to the Sun (e.g., ray, sunlight, sunshine, warm, hot, daytime, nighttime, sunrise, sunset).

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Information for Teachers

7 Introduce the guided inquiry question: How do we know the Sun gives us heat?

Action: Part One

After reading the story, have a class discussion about it, and connect to what students already know about the Sun. Ask: ■

■

■

■

Why was it so important for Raven to release the Sun? How did the Earth and people stay warm before the Sun? Would plants be able to grow without the Sun? How would you survive without the Sun?

There are many versions of the raven story that students can compare and contrast. For example: ■

■

digital movie version:

printable version:

Action: Part Two

Divide the class into six groups. Give each group a thermometer to examine. Have one student in each group be the “thermometer holder.” Ask students to hold their thermometers near the middle of the tube, and to not touch the tip. Ask: ■ ■ ■

What are these called? What do we use them for? How do we use them?

Have students examine the red liquid inside the thermometers and look at the calibrated numbers along the side of the glass tube. Encourage them to recognize that a thermometer uses numbers, just like a number line. On a thermometer, however, the number line is vertical. This explanation may help students better understand the concept of how a thermometer works. Compare the various thermometers to determine if the red liquid is at the same point (number) on each thermometer (the temperature on each should be close if students have not been touching the tips of the thermometers). Now, tell students to hold the tips of their thermometers and observe what happens.

Review with students what they already know about the Sun. Have students meet with a partner and share things they learned from the previous lesson about the Sun (e.g., the relationship between the Sun and weather). Teachers may consider having a think-pair-share activity to review prior knowledge.

Tell students they are going to do an experiment to learn more about the Sun, and to find out if it gives us heat. Give a copy of Activity Sheet A: Learning About the Sun (4.7.1) to each student. Have students use it to record information during the experiment.

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Read the book Raven: A Trickster Tale From the Pacific Northwest by Gerald McDermott. Raven is often depicted as a trickster or troublemaker in Indigenous stories, but the results of the trickster’s actions are often beneficial. For example, in this story, the Raven releases the Sun, bringing light and heat to the world.

NOTE: Students will be introduced to thermometers during this activity. It is not necessary for students to actually read the temperature in degrees Celsius. However, they can begin to understand how thermometers work and how they show a rise and fall in temperature. Teachers may refer to the temperature as being where the red line is, and explain that the higher the red line goes, the higher/ hotter the temperature is.

•

Grade 1

7

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What do you think will happen to the thermometer in each bowl?

Have students record their predictions on their activity sheet. Test students’ predictions: leave the bowls where they are—one in direct sunlight, the other in a darker space—for several hours. Without touching or removing the thermometers, have students observe them at regular intervals (e.g., every half hour). At each interval, ask: ■ ■

■

■

■

What has happened to the thermometers? Are both thermometers showing the same temperature? Which thermometer shows the higher temperature? Which thermometer shows the lower temperature? How do your observations compare with your predictions?

NOTE: This would be an opportunity to use intervaltimed photography. Tablets have several apps to choose from: .

As a follow-up, place an outdoor thermometer outside a classroom window. Students can observe temperature changes during one day and from day to day. Activity Sheet A Directions to students: As you conduct your experiment, record your prediction, what you will measure, what happened (in words and pictures), how the results compared to your prediction, and what you learned from the experiment (4.7.1).

Action: Part Three Review the results of the experiment, using students’ activity sheet data. Ask: ■

■

What did the experiment teach you about the Sun? What special role does the Sun have for all living things?

Have students share their ideas and growing knowledge. Distribute a copy of Activity Sheet B: What I Know About the Sun (4.7.2) to each student, and have students complete it. Activity Sheet B Directions to students: Use pictures and words to record what you know about the Sun (4.7.2). Assessment of Learning AoL Meet with students individually to review their activity sheets. Discuss the experiments conducted. Focus on each student’s ability to describe how the Sun provides us with heat. Use the Individual Student Observations sheet, on page 27, to record results.

Consolidate and Debrief ■

■

■

■

Revisit the guided inquiry question: How do we know the Sun gives us heat? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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Take two bowls of ice or ice cream. Place one in direct sunlight, close to the window; place the other in a dark location of the classroom. Ensure students can see both bowls. Have students place a thermometer inside each bowl. Ask:

7 Enhance Have students research to find out when the hottest time of day is during the summer. They may be surprised to find out that, temperature-wise, the hottest time of the day is often during the late afternoon.

■

SAFETY NOTE: Although the hottest time of the day is often later in the afternoon, remind students that doctors recommend staying out of the Sun between 10:00 a.m. and 2:00 p.m. when the Sun is directly overhead. Doctors also recommend using protective measures such as sunscreen, a sunhat, and sunglasses when going outside.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

!

■

Introduce the concept of UV radiation and the need for Sun safety. UV sensing bracelets or beads can be used. Go to: .

■

Access the interactive activity, Source of Heat, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

276

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.7.2

Date:

__________________________

Name:

Date:

________________________________________

Learning About the Sun

__________________________

Name:

________________________________________

What I Know About the Sun

1. Question: Does the Sun give us heat? 2. Prediction: ________________________________________________ ___________________________________________________________ 3. Measure: What will we measure? _________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________ 6. What did you learn about the Sun from this experiment? ___________________________________________________________ ___________________________________________________________ 4.7.1

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

5. How did the results compare with your prediction?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. Results: Draw what happened.

4.7.2

4.7.1 – 4.7.2 – 277

Reproducibles

4.7.1

How Does the Size of Our Shadow 8 Change Throughout the Day? Information for Teachers

Shadows can be measured and marked. Consider that the Earth rotates counterclockwise when viewed from the north, and the Sun first appears in the east. As a result, the shadows are long, thin, and found west of the object early in the morning. As the Sun appears to move higher in the sky, shadows become shorter and wider. Shadows are shortest at noon, when the Sun is almost overhead. Later in the day, shadows lengthen again and are found on the east side of the object, as the Sun appears to set in the west.

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Activate

21 Century Competencies Critical Thinking and Collaboration: Students will observe and measure their shadows throughout the day, and then, in groups, analyze the results to look for any patterns.

Materials ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

chalk (one piece for each student) yarn scissors chart paper Scotch tape compass markers digital camera (optional) Activity Sheet: Shadows (4.8.1) Learning-Centre Task Card: How Do You Make a Shadow Puppet? (4.8.2)

L LB

NOTE: Outdoor shadow activities must be conducted on sunny days. The following activity should begin early in the school day.

Take students outside to the playground for a shadow-walk. If you have access to a digital camera, have students take digital pictures of the shadows they see around them. Ask them to observe the shadows that are cast by posts, basketball standards, flagpoles, buildings, and classmates. Then, have them look at their own shadows. Ask: ■

st

cardboard craft sticks screen or blank wall or suspended white sheet (for making shadow puppets) strong light source (for making shadow puppets) word splash (from lesson 1) Pictionary (4.1.2)

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Does your shadow move when you move? Can you jump on your own shadow? What are the biggest and smallest shadows you can make with your body? Can you make your shadow touch a friend’s shadow without actually touching your bodies together?

Now, focus on shadows cast by still objects (e.g., play structures, flagpoles). As you focus on each shadow, ask: ■ ■ ■

■ ■

What is the shape of the shadow? What causes a shadow? Where is the light coming from that makes the shadow? Does the shadow always touch the ground? Do you think the shadow will change during the day?

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It is important for students to know shadows are created by objects that block the Sun’s rays. The changes in a shadow’s length, width, and position occur because, as Earth rotates on its axis, the angle of the Sun’s rays on an object changes. However, the focus of this lesson’s activities is on the observation of a shadow’s change, not on a scientific explanation for why the change occurs.

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Grade 1

8

Rea

Aki

Chloe

9AM 10AM NOON 2PM 3PM

9AM 10AM NOON 2PM 3PM

Divide the class into working groups, and provide each group with some yarn, chalk (one piece to each student), and scissors. Have each student mark an X on the pavement, print their name under the X, and then stand on that spot. Now, have students trace the shape of each other’s shadows with chalk. Then, have each student use the yarn to measure the length of their own shadow, and then cut the piece of yarn to that length. Ask: ■

■

Do you think the shadow will change if we come back to look at it later in the day? How? In which direction does your shadow point?

Using the compass, mark N, S, E, and W on the pavement with chalk, so students can see the direction their shadow is pointing. Go back to the classroom, and have students note the time of day. It is not necessary to use standard time measure; students can record observations of the shadows at intervals using the school day as reference (e.g., observing the shadows at the beginning of the day, before morning recess, before lunch, before afternoon recess, and just before home time). Provide each group with a sheet of chart paper. Have all students in each group tape their piece of yarn onto their sheet of chart paper, record their name above the yarn, and record the time the shadow was first measured. NOTE: The yarn may be longer than the chart paper if measurements are done earlier/later in the day, or in late autumn/winter, so two sheets of tapedtogether chart paper may be needed.

Return outside several times during the day with students to observe the shadows, and the position of the Sun. Each time, have the groups trace the new shadows with chalk and measure the length of the shadows with the yarn. NOTE: Be consistent in terms of where students measure to calculate length (such as from toe to top of head). Ask: ■ How have the shadows changed? ■ Are the shadows in different places from where they were earlier? ■ Are the shadows shorter or longer than they were earlier? ■ Are the shadows bigger or smaller? ■ Why do you think the shadows have changed?

After each observation, return to the classroom, and have students in each group attach their pieces of yarn to their chart paper next to their previous piece, below their name. They can then record the time of day beneath the yarn. Following the final observation, have the groups title their chart and present it to the class. During presentations, focus on students’ understanding of shadows. Ask: ■ ■

What creates shadows? Why do shadows change during the day?

s

Daily and Seasonal Changes

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Sari

9AM 10AM NOON 2PM 3PM

Action: Part One

Make sure students leave enough space between their names so that they can add more yarn adjacent to the first throughout the day, as in the figure below:

9AM 10AM NOON 2PM 3PM

Introduce the guided inquiry question: How does the size of our shadow change throughout the day?

8 ■ ■

When is your shadow the shortest? Why? Do you think you would see shadows clearly on a cloudy day?

Have students share their ideas and growing knowledge.

Consolidate and Debrief ■

Action: Part Two In their groups, have students use their shoes to measure the length of each piece of yarn. Have them record these measurements on chart paper. Provide a copy of Activity Sheet: Shadows (4.8.1) to each student. Have students transfer the information onto their activity sheet.

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Activity Sheet Directions to students: For each shadow, record the time of day and the length of the shadow (number of shoes long) (4.8.1).

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Learning Centre

TER IN

At the learning centre, provide cardboard, craft sticks, scissors, and tape, as well as a copy of Learning-Centre Task Card: How Do You Make a Shadow Puppet? (4.8.2). Also, provide a screen or blank wall and/or white sheet, and a strong light source. Have students create shadow-puppet presentations that explain how shadows work. Students can use the cardboard and craft sticks to create shadow puppets of animals, or they can use their hands to create traditional shadow puppets. Provide a screen or a blank wall and a strong light source to shine on it. Have students stand between the light and the screen, causing shadows to be cast onto the screen. 280

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Revisit the guided inquiry question: How does the size of our shadow change throughout the day? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

Enhance ■

Have students create a “Butterflies in a Net” shadow project. You will need: several butterfly shapes cut from dark paper, a butterfly net (or, stretch a pair of nylons over a bent coat hanger frame, and tape the end of the hanger). Tape the butterflies onto a bright sunny window. When the Sun shines, the butterfly shapes will be projected onto the floor. Have students use the butterfly net to capture (cover) the shadow butterflies. Leave the net in place on top of the shadow butterflies. Check on the butterflies later. As the Sun moves, students will be amazed to see the butterflies escaping from the net. Ask students to explain how this happened.

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Assessment for Learning Af L Observe each group as students present their findings about shadows. Focus on students’ ability to respond to the preceding questions. Use the Anecdotal Record sheet, on page 26, to record results.

As an alternative, suspend a sheet from the ceiling. Shine the light source at the sheet, and have students conduct their puppet shows between the light and the sheet, with the audience on the opposite side of the sheet. In this manner, the shadows are cast through the sheet, and the audience sees only the shadows.

Hands-On Science and Technology for Ontario

•

Grade 1

8 Use a globe to introduce the idea of Earth’s rotation. This will help students to understand how the Earth’s position changes the position of shadows.

■

Have students make paper-plate sundials. Push a pencil through the centre of an upside-down paper plate. Now, go outside, and push the pencil into the ground (still through the plate). The pencil will make a shadow on the plate. Have students mark the position of the shadow when they first place their sundials, and again several times throughout the day.

■

Play shadow tag in the morning and in the afternoon. The object of the game is for students to touch one another’s shadows. Encourage them to explain how the game changes when they play it at two different times of the day.

■

Research different ways humans use the Sun to measure time (it varies culturally and historically).

■

Have students watch the Hippothesis video “Shadows” (Kristen McGregor, Yowza Digital Inc., 2011, 3:59) about what causes a shadow. The video offers opportunities to stop, ask questions, and discuss concepts, as well as suggestions for home activities to explore concepts related to shadows. Go to: .

Daily and Seasonal Changes

■

Access the interactive activity, Shadows/ Position of Sun, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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281

4.8.1 Date:

4.8.2

__________________________

Name:

________________________________________

Learning Centre

TER IN

Shadows Time of Day

How Do You Make a Shadow Puppet?

Length of Shadow

1. Make shadow puppets:

(Number of Shoes)

■■

Cut out shapes from cardboard, and attach them to sticks.

or

4.8.1

282 – 4.8.1 – 4.8.2

Use your hands to make the shapes. A shadow is made when an object blocks light.

2. Use your shadow puppet and a light source to create a shadow. 3. In your group, present a shadow-puppet show to explain how shadows work.

4.8.2

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

How Does the Temperature Change 9 Throughout the Day? 21st Century Competencies

Activate

Critical Thinking: Students will collect and analyze data on daily temperature trends in their locale.

Record the term temperature on chart paper. Ask:

Materials outdoor thermometers chart paper Recording Sheet: Measuring Temperature Throughout the Day (Project onto a screen, or enlarge on chart paper.) (4.9.1) projection device (optional) screen (optional) markers pencils Activity Sheet: What Did We Learn About Measuring Temperature Throughout the Day? (4.9.2) Paper Thermometers (Photocopy one page for each student.) (4.9.3) Template: Thermometer Timeline (Photocopy one page for each student.) (4.9.4) Learning-Centre Task Card: A Temperature Timeline! (4.9.5) crayons glue scissors word splash (from lesson 1) Pictionary (4.1.2)

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SAFETY NOTE: Use alcohol thermometers rather than mercury thermometers. (Mercury thermometers are no longer permitted in schools due to the toxic nature of this element.) Mercury thermometers have a silver fluid inside, as opposed to the red fluid in a typical alcohol thermometer.

!

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What do you know about temperature? How is temperature measured? What did you learn about temperature when we did the experiment about the Sun’s heat? What do you know about temperature and the seasons of the year?

Do you think the temperature changes at different times of the day?
Record students’ ideas on chart paper. Introduce the guided inquiry question: How does the temperature change throughout the day?

Action Display the Recording Sheet: Measuring Temperature Throughout the Day (4.9.1). Explain to students that they will be measuring the outdoor temperature in the school yard at different times throughout the day for a fiveday school week. Have students measure the temperature from the same location each time and record results, with guidance and assistance, as required. NOTE: Teachers will need to be in charge of recording the temperature in the evening, either in person at their home or by using local weather data.

Once the data has been collected, review the results. Ask: ■

■ ■ ■

What time of the day was the hottest? Why do you think that was? What time of the day was the coldest? Why do you think that was? What would be different if you did this experiment during a different season?

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

NOTE: The main activity presented in this lesson will take one school week to complete.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

9 Distribute a copy of Activity Sheet: What Did We Learn About Measuring Temperature Throughout the Day? (4.9.2) to each student, and have students complete it.

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Activity Sheet Directions to students: Answer the questions to show what you know about measuring temperature (4.9.2).

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Assessment as Learning AaL Have students reflect on their investigation into temperature and complete journal entries to communicate their learning. Have students use the Science and Technology Journal sheet, on page 28.

Learning Centre

N

At the learning centre, include copies of Paper Thermometers (4.9.3), copies of Template: Thermometer Timeline (4.9.4), scissors, pencils, crayons, and glue, along with a copy of Learning-Centre Task Card: A Temperature Timeline! (4.9.5).

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Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

Enhance ■

Have students collect data from online weather sites and compare the data to classroom data.

■

Have students continue their do-it-yourself projects at the Makerspace centre.

Have students create timelines of the day, which include temperatures that are associated with three different times of day. NOTE: Ensure an outdoor thermometer is accessible to students so they can read the current temperature. Also, check with students about whether or not they have an outdoor thermometer at home so they can read the temperature in the evening. Discuss alternatives, such as accessing the temperature online or from the weather channel.

Consolidate and Debrief ■

Revisit the guided inquiry question: How does the temperature change throughout the day? Have students share their knowledge, provide examples, and ask further inquiry questions.

284

Hands-On Science and Technology for Ontario

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Grade 1

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.9.2 Date:

Measuring Temperature Throughout the Day

Lunch

After School

________________________________________

1. What time of the day was the hottest?

(degrees Celsius)

Morning

Name:

What Did We Learn About Measuring Temperature Throughout the Day?

Temperature in the School Yard

___________________________________________________________

Night

2. What time of the day was the coldest? ___________________________________________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Monday

Tuesday

Wednesday

Thursday

Friday

3. What would be different if you did this experiment in a different season? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 4. Draw a labelled diagram of a thermometer, and describe how you used it to measure temperature.

4.9.1

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Day of the Week

__________________________

4.9.2

4.9.3

4.9.4 Date:

Paper Thermometers

✁

__________________________

Name:

________________________________________

✁

✁

4.9.3

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Thermometer Timeline

Afternoon

Morning

Night

4.9.4

4.9.1 – 4.9.4 – 285

Reproducibles

4.9.1

4.9.5

N

Learning Centre

A Temperature Timeline! 1. In the morning, read the class thermometer. ■■

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Colour the paper thermometer to show the temperature. Cut out and glue the thermometer onto the timeline marked “Morning.” Draw a picture of something you do during the morning.

2. In the afternoon, read the class thermometer. ■■

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Colour the paper thermometer to show the temperature. Cut out and glue the thermometer onto the timeline marked “Afternoon.” Draw a picture of something you do during the afternoon.

3. Bring the timeline and last paper thermometer home. 4. In the evening, read an outside thermometer (or find out the temperature). ■■

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Colour the thermometer to show the temperature. Cut out and glue the thermometer onto the timeline marked “Night.” Draw a picture of something you do during the evening.

5. Bring the timeline back to school the next day! 4.9.5

286 – 4.9.5

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download this reproducible at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Information for Teachers Deciduous, or broadleaf, trees lose their leaves in the fall when the amount of sunlight decreases and the days become cooler. Winter brings frost, snow, and ice, and the ground becomes hard. The trees are bare, and nearby plants are in a dormant stage. Tree growth slows down during this time. In spring, buds appear, and we see new leaves on the trees. We also see new grass and flowers around the trees, and the soil and air temperatures feel warmer under the trees. Trees remain green for most of the summer, but the soil and plant life beneath them will start to dry.

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Medicinal plants: Many plants were used to cure illnesses and treat ailments. Some were administered as teas for kidney ailments, or to cure colds and fever (yarrow). Some plants were used as inhalants or as poultices applied to a certain part of the body (a poultice from the purple coneflower root, for example, treated sores and swelling). Others were mixed with fats to make ointments. Yet others were used as smudges in healing ceremonies (see sacred plants, below).

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Sacred plants: Tobacco, sweetgrass, cedar, and sage are known as the four sacred medicines by the Anishinaabe people, though used by other First Nations people in North America. These plants are used mainly in smudging ceremonies, where the smoke they produced is part of prayer and cleansing ceremonies. It is believed that the smoke from the sacred plants summons spirits that people can communicate with. Tobacco is the first medicine offered in a ceremony to communicate with the spirit world. Sweetgrass is used in healing and purification. Sage is known for its physical healing properties, and cedar for both purification and as a guardian spirit.

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Utility plants: Plants were essential for dayto-day life. Wood from various trees were used to build structures, such as shelters or frames for tipis. For transportation, wood was used for canoes, snowshoe frames, and toboggans. It was also used for tools and implements, such as arrow and spear shafts, digging sticks, chisel and adze handles, and toys and games. Bark was used to create containers, canoes, and as wrapping and lining. Plant fibres were used to make rope, fabric, mats, and baskets. Moss was used to line diapers. Many plants were used as dyes.

NOTE: Animals that inhabit or frequent deciduous trees change throughout the seasons, as well.

Plants traditionally used by Indigenous peoples in Ontario throughout the seasons include: ■

Food plants: The Indigenous peoples in what is now North America farmed and gathered wild plants for food. Eastern Woodlands people cultivated maize, beans, and squash (known as the Three Sisters). Sagamite, a soup made of cornmeal, with added fish, meat, or squash, was a staple. Tobacco and sunflowers were also grown. Hundreds of species of wild plants were gathered for food. These include seeds, nuts, and grains, such as hazelnuts, acorns, whitebark pine seeds, and wild rice. Berries and fleshy fruits, such as blueberries, huckleberries, crabapples, rosehips, and wild cherries, were important sources of vitamins. So were wild greens, the shoots and leaves of various plants, and leaf vegetables such as mustard greens, lambsquarters, and watercress. Roots, such as wild onion, balsam root, and wild turnip, were harvested later in the season. Fungi, such as wild mushrooms, and certain tree barks were also eaten. In northern areas, people ate lichens.

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10 How Do Seasonal Changes Affect Plants?

10 21st Century Competencies Collaboration and Creativity: Students will document changes that occur in a tree throughout the year, and collaborate to create a poster that represents one of the seasons.

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Materials ■

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Activate Read Four Seasons Make a Year, or another book about living things and the seasons. Discuss the events and ideas in the book. Ask: ■ ■ ■ ■ ■ ■

What do you know about the seasons? What season is it now? What are the names of the four seasons? What is the order of the four seasons? What happens to plants in the spring? What happens to plants in the summer?

■

Have students share their responses. Introduce the guided inquiry question: How do seasonal changes affect plants?

Action: Part One

L LB

Take a walk around the local area to examine plants. Have students identify and describe the plants, and take digital pictures of the plants. During the walk, ask: ■ ■

What season is it now? Will this plant be affected as the seasons change? How?

During the walk, find a natural space to conduct a role-play activity. Have students use large and small muscle movement to dramatize how a tree would “act and feel” under the following conditions: ■ ■ ■ ■ ■ ■ ■ ■ ■

gentle spring breeze violent autumn windstorm pelting rain summer forest fire having bare limbs in the winter squirrel running up its trunk bird nesting in its branches person climbing a tree someone cutting the tree down

After the role-playing activity, discuss the various ways that trees change throughout the seasons.

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

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Four Seasons Make a Year, a book by Anne Rockwell (or another book that focuses on living things throughout the seasons) chart paper (four sheets) markers digital camera ribbon or string scissors Activity Sheet: The Seasons (4.10.1) Image Bank: Indigenous Plants Throughout the Seasons (see Appendix, page 311) books about plants and trees (e.g., Kawlija’s Blueberry Promise by Audrey Guiboche; A Journey Through the Circle of Life by Desiree Gillespie; Wild Berries by Julie Flett; The Apple Tree by Sandy Tharp-Thee; Maple Moon by Connie Brummel; Niwechihaw: I Help by Caitlin Nicholson) Learning-Centre Task Card: How Can We Model Trees Throughout the Seasons? (4.10.2) word splash (from lesson 1) Pictionary (4.1.2)

What happens to plants in the fall? What happens to plants in the winter? Why do you think the seasons change? How does the weather change during the seasons? Why do you think the weather changes during the seasons? What is the temperature like in each of the seasons?

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10 L LB

NOTE: This activity is best begun in the fall, so that students can observe the changes throughout most or all of the seasons.

Take students outside to examine a deciduous tree in the school yard or local community. Discuss the appearance of the tree, and take a digital picture of it. If possible, mark the tree with a ribbon so you can revisit the same tree throughout the year to take pictures of it as it changes through the seasons. Ask: ■ ■

■

■ ■

■

What season is it now? What are the characteristics of trees in (name season)? What happens to trees during the different seasons? Do all trees change? Which trees do not seem to change from season to season? What could you watch for as you study our tree from season to season?

Action: Part Three Divide the class into four working groups. Give each group a sheet of chart paper, and assign each group one of the four seasons. Ask the groups to develop a poster about their assigned season. Work with students to co-construct criteria for the posters. For example: ■ ■

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Include the name of the season. Include a large labelled diagram of the tree that was observed. Describe and illustrate the weather of the season. Explain how the season affects this tree.

Have students work together in their groups to create posters that depict characteristics of their assigned season, with the tree as a focal point of the image.

Have students in each group present their posters to the class, and display the posters throughout the school year. As each season arrives, have students compare their posters to the actual season, the weather, and their tree. Distribute a copy of Activity Sheet: The Seasons (4.10.1) to each student, and have students complete it. Activity Sheet Directions to students: Draw pictures, and use words to show how the weather and living things change from season to season (4.10.1).

Action: Part Four Explore local Indigenous peoples’ uses of plants throughout the seasons. Invite a local Elder or Métis Senator to share knowledge about this topic, such as: ■ ■ ■ ■ ■

seeding in spring and harvesting in fall harvesting wild rice in the fall picking blueberries in the spring and summer harvesting maple sap in the spring peeling birch bark from the trees to make baskets, houses, and canoes in the summer

Display Image Bank: Indigenous Plants Throughout the Seasons. Have students examine each picture, describe the plant’s characteristics, and determine which season it might be. Use Information for Teachers to discuss how these plants were/are used by Indigenous peoples in Ontario. Also, read books such as: ■

■

Kawlija’s Blueberry Promise by Audrey Guiboche, which tells of the summer blueberry harvest of a Métis family.) A Journey Through the Circle of Life by Desiree Gillespie celebrates the planting of trees each year to honour Mother Nature.

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Action: Part Two

10 ■

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Learning Centre

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K B-

At the learning centre, provide pictures of deciduous trees in all four seasons and a copy of Learning-Centre Task Card: How Can We Model Trees Throughout the Seasons? (4.10.2). Have students role-play what happens to a deciduous tree during the different seasons, from early spring to winter. Teachers may first want to model a few other examples (e.g., role-play a bird from egg to chick to bird in flight; a flower from seed to seedling to a flower in bloom). Students can then create their own role-plays to depict a tree during the different seasons. Assessment of Learning AoL Using the Rubric, on page 36, record four criteria related to the seasonal cycle for students to identify. For example: ■

Consolidate and Debrief

Identify five words/characteristics associated with spring/summer/fall/winter.

During individual interviews, ask students to identify the seasons in order and to give words that remind them of each season. Record results for each student on the Rubric.

Revisit the guided inquiry question: How do seasonal changes affect plants? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

Enhance ■

Teach students the Mohawk and Anishinaabe words for the four seasons to reinforce and validate the importance of Indigenous languages. English

Mohawk

Anishinaabe

Spring

kakwi’té:ne

Ziigwan

Summer

akenha’ké

Niibin

Fall

kannena’ké:ne

Dagwaagin

Winter

akohsera’ké

Biboon

NOTE: The spelling of Indigenous words can vary between communities, depending on the dialect of the language. Consider contacting local Indigenous language organizations for accuracy of spelling, or inviting a local Elder or Métis Senator knowledgeable in languages into the classroom. This will also help to offer proper pronunciation of these words.

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Wild Berries, by Julie Flett portrays the process of blueberry picking. The Apple Tree by Sandy Tharp-Thee tells the story of a contemporary Cherokee boy who plants an apple seed and already sees the mature apple tree it is meant to be. Maple Moon by Connie Brummel tells a fictionalized story about the origin of maple sugar, set in a Mississauga village near Rice Lake. Niwechihaw: I Help by Caitlin Nicholson, is a story in Cree and English that explores a young child’s relationship to his kuhkom (grandmother), as they go for a walk in the bush to pick rosehips in the fall.

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Use seasonal vocabulary from other languages reflective of the classroom population. Include these on the word wall and in students’ pictionaries.

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Using students’ digital photos of trees, have students write Compare/Contrast notes about any two photos, and choose their favourite, as well.

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As a class, discuss how seasonal changes in plants are similar/different to seasonal activity of animals. For example, tree respiration slows down in the winter, similar to how some animals hibernate. Trees grow most in spring and early summer, just like animals that often have babies in spring.

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If students are from other parts of the world, have them compare Ontario’s seasonal changes to those from their place of origin. For example, Bengali kids will be familiar with the rainy season. When is it? How long does it last? What is occurring in our Ontario community at the same time?

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Throughout the school year, read books, learn songs and chants, and discuss the seasonal changes that occur in trees, animals, and the weather.

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Have students play the game “Four Corners,” using words for the seasons. Have students brainstorm a list of words for each season (e.g., fall: cool, windy, golden, crisp; winter: snow, ice, cold, snowman). In each corner of the classroom or gym, place a card with the name of one of the four seasons (include Mohawk and Anishinaabe words for the seasons, as well). Call out a word from one of the season’s lists. Students must move to the corner of the room labelled with the season to which the word relates.

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Make a class big book for each of the four seasons to place in the classroom or school library. Provide students with large sheets of paper, along with pencils and crayons. Have each student create one page for each book by writing and drawing depictions of the weather and the behaviour of living things during that particular season.

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Record, on index cards, the words that students brainstormed for each of the seasons (also consider including pictures on these cards to support students’ reading). Have students sort the words into the four seasons.

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Investigate how some plants cannot survive drastic changes in temperature, and discuss how humans help to protect some plants from seasonal extremes (e.g., wrapping cedars in burlap to prevent wind damage, wrapping wire around shrubs so that deer cannot eat them, digging up tubers and bulbs that would freeze in the ground over the winter).

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Show students the video “Adapt to Environment.” It focuses on how trees adapt to their environment and to seasonal changes. Go to: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

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4.10.1

4.10.2

_________________________________________

K B-

Summer

Spring

1. Look at the picture of the tree in each of the four seasons. 2. Create a role-play to show what happens to a deciduous tree during the different seasons, from early spring to winter.

Fall

Winter

4.10.1

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Name:

3. Act out your tree role-play, and answer questions your classmates may have about it.

The Seasons __________________________

Learning Centre

How Can We Model Trees Throughout the Seasons?

Date:

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.10.2

11 What Is a Good Design for a Bird Feeder? During this activity, students use technological problem solving to construct a useful item. Technological problem solving is as follows: ■

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Identify a need: What problem do you need to solve? Create a plan: What is the best design you can propose, based on your research? Develop a product: How would you describe the building process? How might you change your design once you test it out? What are the strengths and challenges of your design? Communicate the results: How well did you solve your problem?

Technological problem solving also involves research and experimentation. NOTE: Technological problem solving is often cyclical, especially as plans are evaluated and tweaked. One important message for students and teachers, especially for 21st-century learning, is that technological problem solving is often “messy.” Yes, we want to teach students how to solve problems, but we do not want that process to restrict quality or limit creativity.

21st Century Competencies Critical Thinking, Creativity, and Citizenship: Students will conduct background research and then design and build their own bird feeder. They will then examine other ways they can help wildlife during the winter months.

Materials ■

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Activity Sheet A: Which Birds Live Here in Winter? (4.11.1) books about birds that live in your area computers/tablets with Internet access (optional) writing paper pencils

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materials for building bird feeders (e.g., empty milk cartons [cleaned], large plastic pop bottles [cleaned], pieces of wood, recycled plastic containers, glue, scissors) Activity Sheet B: My Bird Feeder (4.11.2) word splash (from grade 1) Pictionary (4.1.2)

Activate Focus on birds that stay in your geographic community during the winter. Ask students: ■

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What types of birds have you seen here in the winter? What do they look like? What do birds eat in the winter? How do you think they get their food? Do you think there is enough food for them in the winter? Why, or why not? How can you help birds stay healthy in the winter months?

Introduce the guided inquiry question: What is a good design for a bird feeder?

Action: Part One

S

Have students conduct basic background research to determine the types of birds that live in the local area during the winter. Provide each student with a copy of Activity Sheet A: Which Birds Live Here in Winter? (4.11.1), and have students record information on it as they research birds. Activity Sheet A Directions to students: Research to find out what types of birds live in your area in the winter. Record your research findings on the chart (4.11.1).

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Information for Teachers

11 Action: Part Two

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Challenge students to make bird feeders to help birds survive the winter. Ask: ■

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As a class, co-construct criteria for the design project. For example, the feeder must: ■ ■ ■

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be made from recycled materials have a roof have a perch or platform for the bird to stand on while feeding be able to be attached to a surface off the ground

Give students plenty of time to research, plan, experiment with materials, and design their bird feeders, which can be made from milk cartons, large plastic pop bottles, pieces of wood, or recycled plastic containers. On the activity sheet, have them draw their design and list the materials they will need to build their bird feeder. Encourage students to use their own ideas and to provide supportive feedback to each other. Remind students to be mindful of the environmental impact their bird feeders may have. Have them think of ways they could reuse materials to create their bird feeders. Remind students that they will need to plan a way to attach the bird feeder to a tree, fence, or other structure. NOTE: Nailing the bird feeder into a tree is not a healthy option for the tree.

Distribute a copy of Activity Sheet B: My Bird Feeder (4.11.2) to each student, and have students complete it. Once all students have constructed their bird feeders, have them present them first to partners, and then to the rest of the class. Ask them to focus on the technological problem solving they went through and the features of their bird feeder that make it suitable for Ontario birds. Students can take their feeders home so they can observe birds feeding from them. Activity Sheet B Directions to students: Plan and design your bird feeder. Draw a plan for the bird feeder, and list all of the materials you will need to make it. Share your plan with a partner, and make one improvement to your design after your discussion. Build your bird feeder, making changes if you need as you build. Draw a diagram of your final product. Prepare to present your bird feeder and the features that make it suitable for local birds (4.11.2). NOTE: This is a two-page activity sheet.

Assessment for Learning Af L Assess students’ ability to use technological problem solving when making their bird feeders. As they work, observe their ability to make a plan (refer to students’ activity sheets), construct their bird feeders, and present them to the class. Use the Individual Student Observations sheet, on page 27, to record results.

Ensure students’ bird feeders are safe for birds to feed from. The food in the bird feeders should also be sheltered from the weather with a roof

Assessment as Learning AaL Have students complete the Student SelfAssessment sheet, on page 31, to reflect on their learning and the results of their design projects.

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What are the characteristics of a good local bird feeder? What materials could you use to make a bird feeder? Where would you put a bird feeder? What else would you need? (bird seed)

of some sort, and the feeder should be located high enough off the ground so it does not get buried in snow.

•

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11 Consolidate and Debrief

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Revisit the guided inquiry question: What is a good design for a bird feeder? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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Enhance ■

Encourage students to think of other ways they could help animals survive during the seasons. Some suggestions include: filling a birdbath with water, building a doghouse, keeping a dish outdoors filled with water for dogs and cats, leaving plants in gardens through the fall and winter as food for birds.

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As a link to media literacy and/or a drama extension, have students create an ad for their feeders.

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Have students continue their do-it-yourself projects at the Makerspace centre.

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4.11.1

4.11.2

Other Interesting Facts

Name:

________________________________________

1. The kinds of birds I want to feed are:______________________ ___________________________________________________________ ___________________________________________________________

Name of Bird

Name:

________________________________________

My Bird Feeder (continued) 4. Changes I made to my plan:______________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

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5. My bird feeder:

4.11.2

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__________________

________________

__________________

__________________

________________

__________________

__________________

________________

__________________ 4.11.2

4.11.2

__________________________

3. Materials I will need:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

What It Eats

2. My plan:

4.11.1

Date:

__________________________

My Bird Feeder

Diagram

Name: __________________________

Which Birds Live Here in Winter?

_________________________________________

Date:

Date:

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Which Activities Do People Do During 12 Different Seasons? 21st Century Competencies

Activate

Communication and Creativity: Students will communicate different activities that are done throughout the year, as well as discuss their own personal preferences. A fun game of Charades will reinforce concepts and fire up students’ imagination and creativity.

Project (or display on chart paper) the lyrics to the song “Seasons of the Year,” and teach them to students.

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Song Lyrics: “Seasons of the Year” (Print and project, or copy onto chart paper.) (4.12.1) projection device (optional) chart paper markers resources about the traditional life of the Anishinaabe (Go to: . Other resources about the traditional lives of Indigenous peoples in Ontario include: Did You Hear the Wind Sing Your Name? An Oneida Song of Spring by Sandra de Coteau Orie; Skysisters by Jan Bourdeau Waboose; Things That Keep Us Warm by Louise Flaherty) computer/tablet with Internet access drawing paper art supplies (e.g., pencil crayons, crayons, paints, paintbrushes) clipboards pencils rulers Activity Sheet: My Favourite Activities (4.12.2) Learning-Centre Task Card: What Are Our Favourite Seasonal Activities? (4.12.3) Learning-Centre Survey: Which Is Your Favourite Seasonal Activity? (4.12.4) word splash (from lesson 1) Pictionary (4.1.2)

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What is the weather like in spring/summer/ fall/winter? What do humans do when it is windy/rainy/ snowy/hot/cold? What do we wear during the different seasons? What activities do humans do in different seasons? How do humans prepare for the next season? (e.g., get out seasonal clothing, prepare the yard, tune up snow blower or lawn mower, find rake or shovel) Who lets us know about what the temperature will be? Where can we find information about the daily weather?

Introduce the guided inquiry question: Which activities do people do during different seasons?

Action: Part One Explore the stories of local Indigenous peoples and how the seasons influenced daily life. For example, the following site offers an illustrated overview of traditional life for the Anishinaabe throughout the seasons: . Project and read the story to the class, and examine and discuss the illustrations that correspond to each season. Provide students with drawing paper and art supplies, and have them create their own illustrations to correspond with the text.

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Materials

Now, ask students:

12 You may read the story again as they draw, in order to inspire and encourage details.

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Also, consider sharing books such as:

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Did You Hear the Wind Sing Your Name? An Oneida Song of Spring by Sandra de Coteau Orie. This book explains Oneida worldviews, including the importance of the Hawk, the bringer of good news; the sustaining Elder Brother, the Sun; the use of cedar and sweet grass in ceremonies; and the Three Sisters: corn, beans, and squash. Skysisters by Jan Bourdeau Waboose. On a cold winter’s night in Northern Ontario, two Ojibway sisters set out in search of the Sky Spirits their mother has told them will come that night to do their sky dance. Things That Keep Us Warm by Louise Flaherty. The author describes how people stay warm during the long Arctic winters. The book highlights items common throughout Canada, such as the parka, and some items that are uniquely Northern, such as the Inuit qulliq (oil lamp).

Action: Part Two Title four sheets of chart paper with the headings “Humans in Spring,” “Humans in Summer,” “Humans in Fall,” and “Humans in Winter.” Discuss, and then record, activities students and their families participate in during each of the four seasons. Discuss students’ favourite seasonal activities, and include these ideas on the charts. NOTE: Be sure to include activities that are done during all seasons, such as walking or hiking.

Focus on how humans can do certain activities out of season. Ask: ■

What would you do if you wanted to go swimming in the middle of winter?

■ ■

Would you go to the beach? Where could you go? What if you wanted to skate during the summer? Would there be ice outside? Where could you go?

Action: Part Three To reinforce the various activities done during the seasons, play a version of Charades. Have a student select and act out an activity from one of the charts (e.g., downhill skiing, playing baseball, shovelling snow, raking leaves). Challenge the rest of the students to guess the activity being acted out and identify the season. Distribute a copy of Activity Sheet: My Favourite Activities (4.12.2) to each student, and have students draw pictures and use words to describe their favourite activities in each season. Activity Sheet Directions to students: Draw pictures and use words to describe your favourite activities in spring, summer, fall, and winter (4.12.2).

Learning Centre

L-M

At the learning centre, provide pencils, rulers, clipboards, a copy of Learning-Centre Task Card: What Are Our Favourite Seasonal Activities? (4.12.3), and copies of LearningCentre Survey: Which Is Your Favourite Seasonal Activity? (4.12.4). Have students survey their classmates to determine their favourite activities during one of the seasons. Tell students to use words, pictures, charts, or graphs to show their results. In terms of graphs, students may use the tally data to construct a concrete-objects graph for one-to-one correspondence or a pictograph.

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Revisit the guided inquiry question: Which activities do people do during different seasons? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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Read and discuss books that focus on different activities in different seasons, from an Indigenous perspective. For example: ■ Morning on the Lake by Jan Bourdeau Waboose ■ Byron Through the Seasons: A DeneEnglish Story Book by the Children of La Loche and Friends ■ Lessons From Mother Earth by Elaine McLeod

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Not all parts of the world experience the contrasting seasons that we experience in Canada. Do some research with students about seasonal changes in other countries.

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Have students complete cloze sentences that tell what they know about each season. For example: ■ My family prepares for winter by ________________________________ . ■ Snowplough operators help us because ________________________________ . ■ Each spring, my family ________________________________ . ■ One important activity in the fall is ________________________________ . Students can use words or rebus-style illustrations to complete the sentences.

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Access the interactive activity, Seasonal Activities/Favourite Activities, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

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Have students continue their do-it-yourself projects at the Makerspace centre.

Enhance ■

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Have students create posters showing traditional activities that Indigenous peoples did during the different seasons. Distribute art paper and crayons. Students can draw a circle on the paper and then divide the circle into quadrants. Ask students to write the name of one season in each quadrant. Then, have them write and glue or draw pictures of traditional activities Indigenous peoples did in the different seasons (e.g., hunting in winter, collecting maple syrup in spring, planting gardens and picking raspberries in summer, harvesting wild rice and cranberries in fall). Invite a local Elder or Métis Senator to discuss with students how Indigenous peoples continue to take part in specific activities according to the seasons. Discuss various weather extremes (e.g., blizzards, tornadoes, floods, heat waves, thunder-and-lightning storms). Have students review how to stay safe in these conditions

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and discuss who helps us prepare for these weather extremes (e.g., meteorologists, news reporters).

CHORUS Fall is here, the air is cool. Days are short, it’s back to school. Raking leaves is now the rule Because it is autumn. CHORUS From 101 Science Poems and Songs for Young Readers by Meish Goldish. Copyright © 1996 by Meish Goldish. Reprinted by permission of Scholastic Inc.

4.12.1

4.12.2

4.12.3

4.12.4

Learning Centre

Date:

What Are Our Favourite Seasonal Activities?

__________________________

Name:

________________________________________

Which Is Your Favourite Seasonal Activity?

1. Think about what the weather is like in winter, spring, summer, or fall.

Season: ____________________________________________________

2. Select the season that you would like to research, and choose four activities you can do during that season.

1.

3.

4. Tally your results.

4.12.3

300 – 4.12.1 – 4.12.4

Favourite

2.

3. Survey your classmates to find out which one of the four activities you chose is their favourite. 5. Present your data using words, pictures, a chart, or a graph.

Activity

4. What did you learn from this survey? ______________________ _____________________________________________________________ _____________________________________________________________ Choose a way to present your results to the class, using words, pictures, a chart, or a graph.

4.12.4

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In summertime, the days are hot. Ice cold drinks I drink a lot! At the beach, I’ve got a spot Because it is the summer.

Summer

CHORUS

Fall

In the springtime, days grow warm. On the plants, the new buds form. Bees and bugs come out to swarm Because it is the spring.

Spring

CHORUS

Name:

Wintertime is time for snow. To the south, the birds will go. It’s too cold for plants to grow Because it is the winter.

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CHORUS: Here we go round the year again, The year again, the year again. Here we go round the year again, To greet the different seasons.

My Favourite Activities

(sing to the tune of “Here We Go ’Round the Mulberry Bush”)

__________________________

by Meish Goldish

Date:

Seasons of the Year

Winter

4.12.2

_________________________________________

4.12.1

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Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

Which Characteristics of Shelters Make 13 Them Safe Throughout the Seasons? 21st Century Competencies

Activate

Critical Thinking and Creativity: Students will research features of their home that help keep them safe, and then design and build a model of their home. Students will also explore the features of traditional Indigenous homes.

Begin by reading Come Over to My House (or another book with a focus on houses) to students. Ask:

Materials

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Come Over to My House, a book by Dr. Seuss (or another book with a focus on houses) computer/tablet with Internet access printer Letter to Parents/Guardians (4.13.1) Activity Sheet: Home Survey (4.13.2) Native Homes, a book by Bobbie Kalman resources about traditional Indigenous housing (e.g., library books, Internet articles) access to the following websites:

and variety of materials to build models of traditional Indigenous communities and landscapes throughout the four seasons (as determined by the teacher and students) Learning-Centre Task Card: What Features of My Home Help Keep Me Safe Throughout the Seasons? (4.13.3) variety of materials for building models of students’ homes (e.g., building blocks, LEGO, craft sticks, cardboard boxes, glue, scissors, and other materials identified by students) word splash (from lesson 1) Pictionary (4.1.2)

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What kinds of houses are in the book? How are the houses the same? How are the houses different? What features of the houses keep people safe? What features of the houses could keep people warm in cold weather?

Have students think about their own homes. Ask: ■ ■ ■ ■ ■

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What features keep you safe in your home? What keeps you warm in cold weather? What features keep you cool in hot weather? What features of a house allow you to see? What features of a house allow you to see day and night? (windows) What features of a house protect you from the wind, rain, or snow? What features of a house allow you to keep food and cook food to eat all year?

Introduce the guided inquiry question: What characteristics of shelters make them safe throughout the seasons?

Action: Part One Explain to students that they are going to conduct a study of their own home to find out how it shelters and protects them. With students, review the Letter to Parents/Guardians (4.13.1) and Activity Sheet: Home Survey (4.13.2) so that they understand the activity. Send a copy of both the letter and the activity sheet home with students, and allow them ample time to work on this project. Encourage them to involve their parents/guardians and siblings in the activity.

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13 Once all students have completed the project, have them present their information to the class for discussion and questions. Activity Sheet Directions to students: Take the activity sheet home. Use pictures and words to record ways your home keeps you and your family healthy and safe (4.13.2).

Action: Part Two Have students research the types of traditional housing used by Indigenous peoples. Review Native Homes by Bobbie Kalman, which portrays the dwellings built and lived in by Indigenous peoples across North America. Have students research resources about traditional Indigenous housing from long ago (e.g., library book, articles from the Internet). Students could also ask family members, local Elders, and Métis Senators, or other community members able to share their knowledge about this topic. Teachers can refer to the following websites for information about Indigenous housing: ■

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www.native-languages.org/houses.htm Native American Houses (Native Languages of the Americas) www.wildwoodsurvival.com/survival/ shelter/wigwam/wigwampukaskwa.html “A Traditional Ojibway Wigwam at Pukaskwa National Park (Ontario, Canada)” (Wildwood Survival)

As a culminating activity, have students design and construct a model of a traditional local Indigenous community throughout the seasons. Divide a table into four sections, and label the sections Spring, Summer, Fall, and Winter. Have students work in pairs, and provide them with various materials (to be determined by students)

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Spring: budding trees and birds Summer: blooming flowers Fall: turning/falling leaves Winter: snow and ice-covered water

Learning Centre

V-S

At the learning centre, provide building blocks, LEGO, craft sticks, cardboard boxes, glue, scissors, other materials as identified by students, as well as a copy of Learning-Centre Task Card: What Features of My Home Help Keep Me Safe Throughout the Seasons? (4.13.3). Have students use the materials to construct models of their own homes showing the features that shelter them during the various seasons. Once all students have visited the learning centre, have them present their model homes to the class. They can discuss the features that help keep their family safe and sheltered through the seasons.

Consolidate and Debrief ■

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Revisit the guided inquiry question: What characteristics of shelters make them safe throughout the seasons? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate.

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NOTE: This is a two-page activity sheet.

to build homes and landscapes. Once all homes are built, students can place them on the table in all four seasonal sections. Students can then add features to the “land” so that it reflects the four seasons. For example:

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13 Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population.

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Enhance ■

To focus on the 21st Century Competency of citizenship, have students think about their own behaviours, and things they can do to stay safe. Have them choose one season, and identify some actions they do to stay safe. For example: ■

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Access the interactive activity, Seasonal Shelter, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: . Have students continue their do-it-yourself projects at the Makerspace centre.

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summer: Wear hat, sunscreen, sunglasses. Drink lots of water. winter: Wear bright clothing when it gets dark. Wear mitts or gloves to protect fingers and a hat to protect head and ears.

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Provide students with a variety of building materials (e.g., blocks, boxes, LEGO). Have students design and construct apartment blocks, bus shelters, park shelters (for picnics, or other), and other structures that protect people. Encourage them to include features of structures (e.g., doors, windows).

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Explore specific features of homes that help protect humans against seasonal conditions (e.g., insulation, eavestroughs, weather stripping around doors and windows).

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Research homes around the world to determine how they are built from available materials and to suit local needs.

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4.13.1

4.13.2

Things in my home that keep us cool in summer: __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

4.13.1

4.13.2

4.13.2

4.13.3

__________________________

Name:

V-S

________________________________________

What Features of My Home Help Keep Me Safe Throughout the Seasons?

Home Survey (continued)

Things in my home that protect us from snow, rain, and wind:

1. Now that you have learned more about those features of your home that keep you safe throughout the seasons, it is time to build a model of your home!

__________________________ __________________________

2. Use the materials at the centre, or collect other materials, to make a model of your own home.

__________________________ __________________________

Other things I learned about my home: __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ 4.13.2

3. Make sure your model shows the features that keep you and your family safe throughout the seasons. Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________

304 – 4.13.1 – 4.13.3

Learning Centre

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Thank you for your cooperation in this project. Thank you for your cooperation in this project.

________________________________________

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Please help your child investigate your home and identify those features that keep you sheltered and comfortable (for example, furnace, lights, air conditioner, fans, windows, and curtains). Please help your child investigate your home and identify those features that keep you sheltered and comfortable (for example, furnace, lights, air conditioner, fans, windows, and curtains).

Name:

Things in my home that keep us warm in winter:

Yours truly,

We are now studying about the features of homes that help us to adapt to changing weather conditions throughout the seasons. We are now studying about the features of homes that help us to adapt to changing weather conditions throughout the seasons.

__________________________

Home Survey

Yours truly,

In science and technology, we have been talking about the amount of light and precipitation in each season, as well as seasonal changes in temperature.

Dear Parents/Guardians: Dear Parents/Guardians:

In science and technology, we have been talking about the amount of light and precipitation in each season, as well as seasonal changes in temperature.

Date:

Letter to Parents/Guardians

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

4.13.3

Inquiry Project: How Do Seasonal 14 Changes Affect Animals? This activity challenges students to design a three-dimensional model depicting a specific animal’s behaviour and its habitat during the four seasons. The model is made on a sheet of cardboard that is divided into four sections, one for each season. Students then construct a scene, much like a diorama, in each section of the model.

21st Century Competencies Critical Thinking, Creativity, and Collaboration: In groups, students will conduct an inquiry and use technological problem solving to investigate how seasonal changes affect animals.

Materials ■

■

■ ■ ■ ■ ■ ■

■ ■

■

■ ■

Image Bank: Ontario Animals (see Appendix, page 311) variety of picture books, videos, nonfiction books, and other resources about animals during the different seasons computers/tablets with Internet access chart paper markers art paper pencils sheets of cardboard (minimum size: 60 cm square, one for each student. With a black marker, divide into quarters.) Plasticine or play dough materials for making habitat models (e.g., sand, soil, twigs, rocks, grass, blue cellophane for water, cotton batting for snow, egg cartons for hills/mountains) Activity Sheet A: What Can We Learn About Our Animal in Different Seasons? (4.14.1) Activity Sheet B: Our Animal (4.14.2) Learning-Centre Task Card: Some Final Thoughts About My Project (4.14.3)

■ ■ ■

audio-recording device word splash (from lesson 1) Pictionary (4.1.2)

Activate Display Image Bank: Ontario Animals. As each image is projected, have students identify the animal, discuss its characteristics, and identify the season in which the photograph was taken. Review with students the four seasons of the year and characteristics of each season. Also, have students share background knowledge related to how the animal responds to seasonal changes. Based on students’ growing background knowledge, also have them discuss the role that these animals played in traditional Indigenous life in Ontario (e.g., food, hides, feathers, fur, bones, teeth). Read various books with students about changes in animals throughout the four seasons. Then, title four sheets of chart paper with the headings “Animals in Spring,” “Animals in Summer,” “Animals in Fall,” and “Animals in Winter.” Record students’ ideas about animal behaviours and characteristics during each of the seasons on the appropriate sheet. Display the sheets in a location for all students to see. Introduce the guided inquiry question: How do seasonal changes affect animals?

Action: Part One Divide the class into working groups, and have each group select an animal to study. Distribute a copy of Activity Sheet A: What Can We Learn About Our Animal in Different Seasons? (4.14.1) to each student, and have students use it to plan a design for a model depicting their animal during the various seasons. For example, if a group is studying geese, students may decide

s

Daily and Seasonal Changes

305

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Information for Teachers

14 to show the geese flying north in the spring, living in a marsh in the summer, flying south in the fall, and living by a lake in the winter. Remind students that some animals hibernate. When all groups have selected an animal to research, as a class, identify criteria for the inquiry. Criteria could be posed in the form of questions. Brainstorm questions based on ideas from the class word wall, class word-splash chart, and pictionaries. For example:

■

■

■

What does my animal do in each season? What does my animal do to protect itself during the changing seasons? How does my animal’s natural environment change with the seasons? A question of my own choice.

Provide students with information from a variety of sources, and encourage them to seek out additional information on their own. Model for students how to look for information in a nonfiction text. Tell students they are going to record their research questions and their answers to the questions on the activity sheet. Provide time for the groups to research their selected animals and to record results. Activity Sheet A Directions to students: Record your research questions on the activity sheet. Use books and other sources to find the answers to your questions, and record these on the sheet (4.14.1).

Action: Part Two

S TP

Once the groups have completed their research and Activity Sheet A, discuss the next activity— the creation of animal models. Organize students into pairs or small groups for this project. Distribute a copy of Activity Sheet B:

As a class, co-construct criteria for the construction of the models. For example: ■

■ ■

■

Create a background to show characteristics of the four seasons. Show what the animal does in each season. Show how the animal protects itself in each season. Show one more interesting fact about the animal.

Once completed, have students present their animal models to the class. Together, review project criteria to determine if students met them. Activity Sheet B Directions to students: Plan your model of an animal’s behaviour and habitat in spring, summer, fall, and winter. List materials you will need to construct your model (4.14.2).

Learning Centre

A TR IN

At the learning centre, provide an audiorecording device, along with a copy of each student’s animal habitat project and a copy of Learning-Centre Task Card: Some Final Thoughts About My Project (4.14.3). Have students make audio-recorded selfreflections, based on an assessment of their own projects.

s

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

■

Our Animal (4.14.2) to each student, and show students one of the cardboard sheets. Explain that their job is to make models that show what their animal does in each season. They will first use Plasticine to create four miniature figurines of their animal. Then, in each section of the cardboard, they will create a background to show what this animal might do in each of the four seasons.

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Hands-On Science and Technology for Ontario

•

Grade 1

14 Enhance ■

Access the interactive activity, Animals During the Seasons, in the Grade 1, Unit 4 folder of the Hands-On Interactive for Science and Technology, Grade 1 download. Find this download at: .

■

Have students complete their do-it-yourself projects at the Makerspace centre.

Assessment for Learning Af L Record the criteria for the inquiry projects on the Rubric, on page 36, and record results for each student. Assessment as Learning AaL Have students complete the 21st Century Competencies Student/Teacher Reflection sheet, on page 33, to reflect on their use of the 21st Century Competencies throughout the unit. Students record their reflections in the rectangles. The sheet also includes oval spaces for teachers to provide descriptive feedback to students.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Assessment as Learning AaL Have students use the project criteria to evaluate their projects again, this time in writing.

Consolidate and Debrief ■

■

■

■

Revisit the guided inquiry question: How do seasonal changes affect animals? Have students share their knowledge, provide examples, and ask further inquiry questions. Add to the word splash as students learn new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Add new terms and illustrations to the class word wall. Also, include the words in other languages, as appropriate. Have students add new words, pictures, and sentences to their Pictionary (4.1.2). When possible, encourage them to add terms and sentences in other languages, including Indigenous languages, reflective of the class population. Have students cut apart the rows, alphabetize their words, add a cover page, and bind the pages together to create a booklet of terminology related to daily and seasonal changes.

Daily and Seasonal Changes

307

4.14.1

4.14.2

__________________________

Name:

Date:

________________________________________

What Can We Learn About Our Animal in Different Seasons? Answer

4.14.1

Learning Centre

Some Final Thoughts About My Project Look again at your animal model, and think about all the steps you took to complete it. Use the audio-recording device to record your answers to the questions listed below. Remember to introduce yourself when you begin recording. 1. Did you get along with others while working on this project? 2. What was your favourite part of working on this project? 3. What was your least favourite part of working on this project? 4. What did you learn while you were working on this project? 5. If you could change one thing about your project, what would it be?

4.14.3

308 – 4.14.1 – 4.14.3

________________________________________

Winter

Spring

Fall

Summer

Materials we will need: ____________________________

___________________________

____________________________

___________________________

____________________________

___________________________ 4.14.2

4.14.3

A TR IN

Name:

Our Animal ______________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Question

__________________________

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Date:

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Reproducibles

Download these reproducibles at: . For step-by-step instructions to access this download, see the Appendix on page 311.

References

Bosak, Susan. Science Is…: A Source Book of Fascinating Facts, Projects and Activities. Richmond Hill, ON: Scholastic, 1991. Butzow, Carol, and John Butzow. Science Through Children’s Literature: An Integrated Approach, second edition. Westport, CT: Teacher Ideas Press, 2000. Conklin, Wendy. Differentiation Strategies for Science. Huntington Beach, CA: Shell Education, 2004. Davies, Anne. Making Classroom Assessment Work, third edition. Bloomington, IN: Solution Tree, 2011. Katz, Jennifer. Teaching to Diversity: The ThreeBlock Model of Universal Design. Winnipeg: Portage & Main Press, 2012. Manitoba Education and Advanced Learning. Manitoba Provincial Report Card Policy and Guidelines—Partners for Learning Grades 1 to 12. Winnipeg: Manitoba Education and Advanced Learning, 2014. Suzuki, David. Looking at Plants. New York: Wiley, 1992. Taylor, Liz. Re-presenting Geography. Cambridge: Chris Kington, 2004. Thomas, Joan (Manitoba Education and Training). Success for All Learners: A Handbook on Differentiating Instruction: A Resource for Kindergarten to Senior 4 Schools. Winnipeg: Government of Manitoba, 1996.

Daily and Seasonal Changes

Walshe, Nicola. “‘Enough for everyone forever?’:considering sustainability of resource consumption with year 10 students.” Teaching Geography, 35(2), 58–61, 2010.

Video Nose, Abirami & Music Box, YouTube video, 2:37, .

Websites “Human Impacts on Dragonflies,” NatureNorth.com, accessed April 14, 2015, . Kindergarten to Grade 4 Science: A Foundation for Implementation, Manitoba Department of Education and Training, accessed April 14, 2015, . “Materials, Objects, and Everyday Objects,” MrCollinson.ca, accessed April 14, 2015,

“The Needs and Characteristics of Living Things,” MrCollinson.ca, accessed April 14, 2015, . “Properties of Objects and Materials (K–4),” Learning Science.Org, accessed April 14, 2015,

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Bell, David (Society for the Advancement of Excellence in Education). Sharing Our Success: Ten Case Studies in Aboriginal Schooling. Kelowna, BC: Society for the Advancement of Excellence in Education, 2004.

Appendix: Image Banks Images in this appendix are thumbnails from the Image Banks referenced in the lessons. Corresponding full-page, high-resolution images can be printed or projected for the related lessons, and are found on the Portage & Main Press website at: . Use the password 21STCENTURY to access the download for free. This link and password can also be used to access the reproducibles for this book. Please follow these steps to retrieve the images and reproducibles for this book. 1. Go to . 2. Type the password 21STCENTURY into the password field. 3. Select Add to Cart. 4. Select View Cart. 5. Select Proceed to Checkout. No coupon code is required. 6. Enter your billing information or log in to your existing account using the prompt at the top of the page. 7. Select Place Order. 8. Under Order Details, click the link for your download. 9. Save the file to the desired location on your computer. NOTE: This is a large file. Download times will vary due to your internet speeds.

Unit 1: Needs and Characteristics of Living Things Lesson 11: How Do Animals Meet Their Needs in Their Local Environments? Local Indigenous Art

1. Deer Clan - Waawaashkeshi Doodem by Donald Chretién

2. Catfish - Maanameg by Donald Chretién Animal: Catfish

Animal: Deer

3. Turtle - Mishiike - Painting by Donald Chretién Animal: Turtle

Image Credits: 1 - Deer Clan - Waawaashkeshi Doodem by Donald Chretién donaldchretien.com.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

2 - Catfish - Maanameg by Donald Chretién donaldchretien.com. 3 - Turtle - Mishiike by Donald Chretién donaldchretien.com. 4 - Spirits of the North by William Monague www.williammonaguenativeart.com.

4. Spirits of the North by William Monague Animals: snowy owl, polar bears

Lesson 13: How Do Plants and Animals Work Together in the Environment? Indigenous Plants

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1. Sweetgrass

2. Wild Rice in the Fall

3. Unripened Wild Rice

4. Root, Stem, Leaves, and Grain of Wild Rice

5. Wild Rice Ready to Harvest

6. Smudging Using Sage

8. Flowers of Sage

9. Tobacco

10. Dried Tobacco Leaves

11. Cones of an Eastern Redcedar

12. Eastern Redcedar

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

7. Sage

Image Credits: 1 – DSC_0515 by mogollon_1. Used under CC BY 2.0 licence.

8 – Sage by William Andrus. Used under CC BY 2.0 licence.

2 – Fall 020. Courtesy of Wild Man Ricing Ltd. www.wildmanricing.ca

9 – Tobacco by Karoly Lorentey. Used under CC BY 2.0 licence.

3 – Unripened rice. Courtesy of Wild Man Ricing Ltd. www.wildmanricing.ca

10 – Scenes from NC Tobacco Country by Maureen. Used under CC BY 2.0 licence.

4 – Wild rice plant root to head. Courtesy of Wild Man Ricing Ltd. www.wildmanricing.ca

11 – Juniperus virginiana by aiko vanhulsen. Used under CC by 2.0 licence.

5 – Wild rice ready to harvest. Courtesy of Wild Man Ricing Ltd. www.wildmanricing.ca

12 – Appalachian Trail: Totts Gap to Mount Minsi (12) by Nicholas A. Tonelli. Used under CC BY 2.0 licence.

6 – Sage by wiiB. Used under CC BY 2.0 licence. 7 – Sage by Isaac Wedin. Used under CC BY 2.0 licence.

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Unit 2: Materials, Objects, and Everyday Structures Lesson 4: Why Are Some Materials Better Than Others for Certain Jobs?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Indigenous Tools

1. Arrowheads – Northern Plains

2. Arrowpoint – Inuinnaq

3. Arrowpoint – Inuit

Materials: flint

Materials: bone, metal, wood

Materials: antler

4. Tomahawk Head – Eastern Woodlands

5. Basket – Mi’kmaq

6. Basket – Abenaki or Penobscot

Materials: metal

Materials: ash fibres

Materials: ash fibres, sweetgrass

7. Basket – Iroquois

8. Pot – St. Lawrence Iroquois

9. Barbed Harpoon Head – Huron-Wendat

Materials: ash fibres

Materials: fired clay

Materials: bone

10. Mortar and Pestle – Iroquois or Mohawk

11. Ladle – Iroquois

12. Drinking Cup – Dakota

Materials: wood

Materials: wood

Materials: horn, hide, porcupine quills, tin cones, glass beads, hair, cotton thread, rawhide, sinew

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14. Bow – Assiniboine

15. Sling Shot – Eastern Cree or Innu

Materials: cotton, glass beads

Materials: wood, sinew

Materials: moose hide, string

16. Snare – Eastern Cree or Innu

17. Netsinker – Eastern Cree or Innu

18. Knife – Anishinaabe

Materials: willow wood

Materials: stone, willow bark

Materials: antler, metal, wood

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

13. Quiver – Niisitapiikwan or Anishinaabe

Image Credits: 1 – McCord Museum ACC1059

10 – McCord Museum M5919.1-2

2 – McCord Museum ME98X.380.2

11 – McCord Museum M980.1

3 – McCord Museum M2000.19.6.5

12 – McCord Museum M2005.115.35

4 – McCord Museum M9368

13 – McCord Museum ME954.1.40

5 – McCord Museum ACC5450A-B

14 – McCord Museum M10127.1

6 – McCord Museum M12615

15 – McCord Museum M998.10.27

7 – McCord Museum M978.86.1-2

16 – McCord Museum M998.10.68

8 – McCord Museum ACC1337

17 – McCord Museum M998.10.18.1-3

9 – McCord Museum ME937.8

18 – McCord Museum M12652.1

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Lesson 5: How Can Different Materials Be Used to Construct Objects?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Traditional Canoes

1. Algonquin Bark Canoe

2. Inuit Umiak

3. Kwakwaka’wakw Dugout Canoe

Materials: birchbark, spruce root, pitch, cedar

Materials: sealskin, sinew, assorted wood

Materials: red cedar

4. Gwitch’in Bark Canoe

5. Kalaallit Hunting Kayak

6. Salish Clam Canoe

Materials: birchbark, tree roots, assorted wood, pitch, glass beads

Materials: sealskin, sinew, assorted wood

Materials: red cedar

Image Credits: 1 – Algonquin Bark Canoe. Courtesy of the Canadian Canoe Museum and Michael Cullen. 2 – Umiak. Courtesy of the Canadian Canoe Museum and Michael Cullen. 3 – Dugout Canoe. Courtesy of the Canadian Canoe Museum and Michael Cullen. 4 – Gwitch’in bark canoe. Courtesy of the Canadian Canoe Museum and Michael Cullen. 5 – Western Greenland Hunting Kayak. Courtesy of the Canadian Canoe Museum and Michael Cullen. 6 – Salish clam canoe. Courtesy of the Canadian Canoe Museum and Michael Cullen.

Lesson 10: What Can We Learn About Structures in the School? Traditional Snowshoes and Lacrosse Equipment

1. Anishinaabe (Saulteaux) Snowshoes

2. Mi’kmaq or Penobscot Snowshoes

3. Mi’kmaq or Penobscot Snowshoes

Materials: wood, babiche, cotton cloth, metal

Materials: wood, babiche, hide, metal

Materials: wood, babiche, wool, metal, string

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5. Anishinaabe or Western Cree Snowshoes

6. Dene (Gwitch’in or Sahtu) Snowshoes

Materials: wood, babiche, hide, wool, paint

Materials: birch wood, babiche, smoketanned hide, paint, glass beads

7. Innu or Naskapi Snowshoes

8. Innu or Naskapi Snowshoes

9. Huron-Wendat Snowshoes

Materials: wood, babiche, cotton

Materials: wood, babiche, hide, paint, wool

Materials: white ash wood, babiche, cotton, wool, metal

10. Huron-Wendat Snowshoes

11. Eastern Woodlands Lacrosse Stick

12. Iroquois Lacrosse Stick

Materials: wood, babiche, leather, metal

Materials: wood, babiche, paint

Materials: wood, babiche, paint Image Credits: 1 – McCord Museum M11051.1-2

7 – McCord Museum ME980.173.1-2

2 – McCord Museum M22354.1-2

8 – McCord Museum M17110

3 – McCord Museum M993.115.82.1-2

9 – McCord Museum M984.102.1-2

4 – McCord Museum ME988.136.37A-B

10 – McCord Museum M2005.35.1.1-2

5 – McCord Museum M10399.1-2

11 – McCord Museum ACC3189

6 – McCord Museum ACC3337

12 – McCord Museum ACC3190

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Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

4. Métis Snowshoes Materials: wood, babiche, hide, paint

Unit 3: Energy in Our Lives Lesson 4: What Are Some Everyday Uses of Energy? Indigenous Uses of Fire

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

1. Fire in a Tipi

4. Constructing a Dugout Canoe

2. Cooking Bannock and Geese Over a Fire in Waskaganish, QC

Fire used to burn the canoe’s interior.

5. Smudging With Sage

6. Controlled Burning

Scraping the burnt wood to hollow out the canoe’s interior. Image Credits: 1 – [Tipi glowing with light from its inside fire]. 8 by Walter McClintock, courtesy of Beinecke Rare Book & Manuscript Library. Used under CC by 2.0 licence. 2 – Cooking Geese and Bannock in a Smoke House by Sandra Cohen-Rose and Colin Rose. Used under CC BY-SA 2.0 licence. 3 – PW – Dugout Canoe Construction by Virginia State Parks. Used under CC BY 2.0 licence. 4 – PW – Dugout Canoe Construction by Virginia State Parks. Used under CC BY 2.0 licence. 5 – Sage by wiiB. Used under CC BY 2.0 licence. 6 – Prescribed burn in meadow habitat for big game browse regeneration, western Oregon by Bureau of Land Management Oregon and Washington. Used under CC BY 2.0 licence.

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3. Constructing a Dugout Canoe

Unit 4: Daily and Seasonal Changes Lesson 10: How Do Seasonal Changes Affect Plants?

1. Sugar Maple (Fall)

2. Collecting Maple Sap (Late Winter)

3. Sunflower Seedling (Spring)

4. Sunflowers (Late Summer)

5. Wild Rice Ready to Harvest (Fall)

6. Purple Coneflowers (Summer)

7. White Birches (Winter)

8. Eastern White Cedar (Spring)

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Indigenous Plants Throughout the Seasons

Image Credits: 1 – Acer saccharum (sugar maple) by Kristine Paulus. Used under CC BY 2.0 licence. 2 – Sand Road Maple Sugar Farm Sap Lines by Michel Rathwell. Used under CC BY 2.0 licence. 3 – Sunflower seedling (Helianthus annuus) by Luis Romero. Used under CC BY 2.0 licence. 4 – sunflowers by Saranya Chawanrattanasakul. Used under CC BY 2.0 licence. 5 – 2010 harvest 013 tent camp wild rice. Courtesy of Wild Man Ricing Ltd. www.wildmanricing.ca 6 – Purple coneflowers by Delaware Cooperative Extension. Used under CC BY 2.0 licence. 7 – Birch trees in winter by J. Triepke. Used under CC BY 2.0 licence. 8 – Cedar Buds by webhamster. Used under CC BY 2.0 licence.

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Lesson 14: Inquiry Project: How Do Seasonal Changes Affect Animals?

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Ontario Animals

1. Canada Goose and Goslings (Spring)

2. Rocky Mountain Bull Elk Growing Antlers (Spring)

3. Shiras Bull Moose With Full-Grown Antlers (Late Summer)

4. White-tailed Jackrabbit in Snow (Winter)

5. White-tailed Deer in Snow (Winter)

6. Bald Eagle on a Leafless Branch (Winter)

7. Common Loons and Chick (Summer)

8. Beaver Surrounded by Green Vegetation (Summer)

9. American Crow on a Flowering Branch (Spring)

10. Migrating Mallard Ducks (Fall)

11. Chinook Salmon Eggs (Summer)

12. Muskrat Surrounded by Brown Vegetation (Fall)

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Image Credits:

13. Black Bear Surrounded by Green Vegetation (Spring or Summer)

1 – Canada goose with goslings by U.S. Fish and Wildlife Service – Midwest Region. Used under CC BY 2.0 licence.

8 – Beaver by Kent Miller, NPS-Denali National Park and Preserve. Used under CC BY 2.0 licence.

2 – Bull elk growing new set of antlers by Yellowstone National Park. Used under Public Domain Mark 1.0 licence.

9 – Spring crow by Carl Bergstrom. Used under CC BY 2.0 licence. 10 – Waterfowl at Great River and Clarence Cannon National Wildlife Refuges in Missouri by U.S. Fish and Wildlife Service – Midwest Region. Used under CC BY 2.0 licence.

3 – Shiras Moose Bull Crossing the Green River on Seedskadee NWR 1 by Tom Koerner, USFWS. Used under CC BY 2.0 licence.

11 –

4 – White-tailed jackrabbit on Seedskadee National Wildlife Refuge by Tom Koerner, USFWS. Used under CC BY 2.0 licence.

12 – Muskrat by Tim Lenz. Used under CC BY 2.0 licence.

5 – White-tailed Deer by Gerry. Used under CC BY 2.0 licence.

13 –

6 – Bald Eagle by @herewasthere. Used under CC BY 2.0 licence.

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

7 – Two Loons and their Baby by Rodney Campbell. Used under CC BY 2.0 licence.

Creative Commons Licences CC BY 2.0: Attribution 2.0 Generic CC BY-SA 2.0: Attribution-ShareAlike 2.0 Generic CC BY 4.0: Attribution 4.0 International Public Domain Mark 1.0: CC0 1.0 Universal:

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About the Contributors

Portage & Main Press, 2017 · Hands-On Science and Technology for Ontario · Hands-On Science and Technology for Ontario, Grade 1 · ISBN: 978-1-55379-936-8

Jennifer Lawson, PhD, is the originator and senior author of the Hands-On series in all subject areas. Jennifer is a former classroom teacher, resource/special education teacher, consultant, and principal. She continues to develop new Hands-On projects, and also serves as a school trustee for the St. James-Assiniboia School Division in Winnipeg, Manitoba. Brad Parolin is a junior division teacher at John A. Leslie Public School located in Scarborough, Ontario. Formerly, he was an Instructional Leader for Science and Technology with the Toronto District School Board. Kevin Reed is the Indigenous Education Consultant for the Limestone District School Board in Kingston, Ontario. He is the author of Aboriginal Peoples: Building for the Future and co-author of Aboriginal Peoples in Canada. He received a Prime Minister’s Award for Teaching Excellence in 2008. He is a member of the Nacho Nyak Dun First Nation.

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