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Sarah Munro – Unit Plan ESCI 310– Fall 2015 of 70

Physical Characteristics of Plants, Animals and People

Lesson Number: 10

Title: Understanding Interconnectedness of Plants, Animals, and People

Date: Spring (April – June)

Subject: Science

Grade: Kindergarten

Time: 3- 45 minute lessons

Parts of the Learning Cycle Involved: - Engagement - Exploration - Explanation- Elaborating- Evaluation

Learning Objective and Lesson Purpose: Students will value the relationship between plants, animals, and people with assistance from an Elder.

About / In / For the environment: This lesson is about the environment, as it focuses on the interconnectedness and importance of all living things: plants, animals and humans. A part of this lesson also takes place outdoors in the school playground, where students have the opportunity to remain outdoors and create art. This lesson is for the environment, as the Elder will be speaking about the importance of caring for all aspects of the environment. This lesson is also for the environment as the students will be releasing the butterflies they have been raising, which is an example of how caring and respecting the living things within the environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]c) Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers and scientists. f) Explore portrayals of plants, animals, and people through stories and artwork from various cultures, including First Nations and Metis

Content Background: ** see attached

Processes Developed: - Direct Instruction


o Questioning o Listening and Viewing

- Indirect Instruction: o Reflective Discussion

- Experiential Learning:o Field Observations

- Interactive Instruction:o Brainstormingo Interviewing o Discussion o Circle of Knowledge

Adaptive Dimension: This lesson could be adapted for students with physical abilities by ensuring that the outdoor area they are going to is accessible for them.

Cross Curricular Competencies (CCC’s): - Goals to develop Thinking are:

o Think and learn contextually o Think and learn creatively

- Goals to develop Identity and Interdependence are: o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and

sustainability- Goals to develop Literacies are:

o Construct knowledge related to various literacieso Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies

- Goals to develop Social Responsibility are: o Engage in communitarian thinking

Interdisciplinary Connections: - English: CRK.1: Comprehend and respond to a variety of visual, oral, print, and multimedia texts

that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing). e) Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.g) Satisfy natural curiosity by engaging in inquiry

- Arts Education: CHK.2: Recognize a wide variety of arts expressions as creations of First Nations and Métis peoples. c) Observe and discuss arts expressions of First Nations and Métis musicians, actors, and visual artists.

Prerequisite Learnings- Students will have a understanding of what an Elder, what Elders do, and their importance to

Native American culture (K SS. INK.2)- Students will have knowledge of plants, animals and people within their community


Materials / Equipment / Safety: - Printed out examples of First Nations Art- Tobacco (welcoming the Elder)- Butterfly Clip: https://www.youtube.com/watch?v=LARb1Drwy1U- “All Living Things are Connected” sheet

Advanced Preparation: - The teacher will have to contact an Elder, and set a date for them to visit the class- Teacher will refresh their knowledge on how to appropriately welcome an Elder and present

tobacco - The teacher will have found and displayed pictures of First Nations Artwork - Teacher will have created “All Living Things are Connected” sheet and checklist for each student

Lesson Procedure

Engagement (Class 1- 45 minutes) - Teacher will have examples of First Nations art on the board - Class will have a discussion revolving around what they see in each of the artworks- The teacher will explain that everything we have been learning about (plants, animals, and

humans) are all interconnected (they are all living things)o The teacher will ask students ways that plants, people, and animals are connected (are the

same) and will list the answers on the board - The teacher will then explain that these artworks are examples of First Nations artwork, and that

interconnectedness is very important in their cultureo Teacher can refer to Butterfly book students discussed earlier which focused on First

Nations respect for living things

BRAIN BREAK

Exploration - The teacher will ask students to share what they know/remember learning about Elders

o Teacher will provide prompts and guide the discussion in order for all important points to be covered

- The teacher will inform students they will be having an Elder visit their classroom to discuss all the living things we have been learning about

- The class will have a discussion about if there are any questions they would like to ask the Elder, and the teacher will form these questions based off of student discussion

Explanation (Class 2- 45 minutes) - The teacher will properly welcome the Elder into the classroom and will introduce the Elder to

the students - The Elder will speak on the Aboriginal point of view regarding the interconnectedness of living

thingso The Elder will also speak about the importance of each of the living things, and the

importance of caring for themo The Elder will also have the opportunity to share other stories or insights they feel they

should discuss - After the Elder has finished sharing with the class, the students will have the opportunity to ask

https://www.youtube.com/watch?v=LARb1Drwy1U


the Elder questions - After the session has completed, the Elder will be appropriately thanked and will leave

BRAIN BREAK

- The students will then have a class discussion regarding what they thought of the presentation, and what they learned

Elaboration (Class 3- 45 minutes)- The class will begin with the students watching a short clip of butterflies being released into the

wild https://www.youtube.com/watch?v=LARb1Drwy1U

- The teacher will lead a discussion with the students on why the butterflies have to be released back into their environment

- The class will proceed outdoors to their playgroundo The teacher will ask the students to bring their pencil cases outdoors with themo The teacher will bring the butterfly cage, as well as blank sheets of paper

- The teacher will then lift the lid on the cage, and allow the butterflies to fly away while the students observe

o The teacher and students will have a conversation about what they noticed, how they are feeling, how they think the butterflies feel, and again reiterate why the students could not keep the butterflies, and why they needed to be released into their natural habitat (respecting living things)

Evaluation- The teacher will then inform the students that they will be drawing a picture of the outdoors

o The teacher will give the student “All Living Things are Connected” sheeto In this picture, they must have an animal, a plant, and a human o Their picture will show how all living things live together the importance of caring for

all living things, how all living thigs are connected and important- The students will then have the opportunity to spread out within a designated area of the

playground, and draw their pictures - When the students have completed their pictures, they will go back inside the classroom

Extensions /Modifications:- Students who require extensions for this lesson could be asked to draw the Elder a welcoming

picture, including pictures of things they would like to ask questions about. These students could also be asked to try to replicate the artwork they are shown. Students who require modifications could be asked to draw a picture of outdoors, including 3 living things that they see.

Assessment:- Formal (summative): The students will be asked to draw a picture of the outdoors, which includes

representation of plants, animals and people. The “All Living Things are Connected” sheet will be collected and a checklist will be used as the assessment tool.

https://www.youtube.com/watch?v=LARb1Drwy1U


Content Background

- Elders:o Very important people in Aboriginal communities o Share very important teachings and adviceo Very knowledgeable and spiritual – lots of life experience o Any age or gender

- Elder Protocol:o Present Elder with tobaccoo Ask person in school division for assistance for preparation (is there a school district

Elder)

- Aboriginal Artwork from Canadian Artists


http://ontario.artistsincanada.com/artist/view/aboriginal-nathalie-bertin/?id=172&category=9

‘Unknown’ by Robert Fowler

‘An Array of Butterflies’ by Dana Standignhorn

‘It Gets Hot on the Rocks Before Noon’ by Nathalie Bertin

All Living Things are Connected

Name: ______________________________________


“All Living Things are Connected” Assessment Checklist

Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]c) Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers and scientists.

f) Explore portrayals of plants, animals, and people through stories and artwork from various cultures, including First Nations and Metis

Student Name: _____________________________________

Students will:

- Demonstrate an understanding of information provided by the Elder by illustrating a picture, which displays:

A plant represented in the visual


A animal represented in the visual

A human represented in the visual

Some form of connection between all the living things represented

Have accurate representations of living things

Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________


Physical Characteristics of Plants, Animals, and Humans

Lesson Number: One

Title: Identifying Physical Characteristics of Plants


Subject: Science

Grade: Kindergarten

Time: 2- 45 minute class periods

Parts of the Learning Cycle Involved: - Engagement- Exploration- Explanation - Elaboration- Evaluation

Learning Objective and Lesson Purpose: Students will identify the differences and similarities of physical characteristics between different leaves from their environment.

About / In / For the environment: The students will be examining the different plants in their environments, and comparing the similarities and differences between them. Students will be engaging in the environment, as they participate in a nature walk outdoors in order to collect samples of the plants. Students will be instructed to only pick up leaves that are already on the ground, this will show the students the importance of leaving nature untouched, and human effects on the environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]a) Pose questions about observable characteristics of plants and animals such as “Do all animals have four legs?”, “How do fish breathe?”, “Are all plants green?”, and “Do plants breathe?”h) Identify similarities and differences in observable characteristics among different plants, among different animals, and among different peoplei) Sort and classify pictures and drawings of plants, animals, and people using student-


developed criteria.

Content Background:/


o Questioning o Compare and Contrast

- Experiential Learning o Field Observations

- Interactive Instruction o Brainstorming o Discussion

Adaptive Dimension: Physically Impaired

- Physically impaired students, or students who suffer from a physical disability, may not be able to participate fully in the nature walk. If this is a situation present in the classroom, the classroom teacher should lead the students on a walk in which is still accessible to the student with the disability. If such an area is unreachable, the student could bring leaves from their yard at home to school, so that they do not have to participate in the class walk, but were still able to retrieve their own leaves and participate in the activity.

- Weather (Spring) : Children can be informed that they will be going outside that day, and will be instructed to bring appropriate rain gear


o Think and learn contextually- Goals to develop Identity and Interdependence are

o Understand and value social, economic, and environmental interdependence and sustainability

- Goals to develop Literacies areo Express understanding and communicate meaning using various literacies.

- Goals to develop Social Responsibility are: o Use moral reasoning processes

Interdisciplinary Connections: - Math: Outcomes SSK.1: Use direct comparison to compare two objects based on a

single attribute, such s: • length including height • mass • volume • capacityo a) Compare the length or height of two objects and explain how they compare


using the words shorter, longer, taller, or almost the same.- Math: Outcome SSK.2: Sort 3-D objects using a single attribute.

o a) Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule

Prerequisite Learnings: - Students will have some understanding of shapes, colors, and sizes

Materials / Equipment / Safety: - zip lock bags - white paper (one for each student- cut into 3 parts) - crayons - white board & markers- sticky tac (attach students leaves to board)- 3 leaves (small, medium & large) - video clip - PowerPoint of leaves & trees

Advanced Preparation: - Have one sheet of paper ready for each student & pre-cut into 3 sections - Have a power point developed with different leaves & their corresponding tree -Ensure students have proper outdoor wear (let them know in advance it is required)

Lesson Procedure

Engagement (First Lesson) - The teacher will begin the class by asking the students what they know about leaves

o They will ask if the students think all the leaves look the same, or different The teacher will ask students what may be different about leaves? (Shapes,

sizes, colors, points, etc.) The teacher will write the students responses on the boards

Exploration - The teacher will instruct students that they are going outdoors to find different leaves that

are in the environment - The teacher will instruct students that their job is to find 3 different leaves on the course

of their walko The students will be instructed that they are to only pick up leaves that are already

on the ground, and to not pick leaves off of living trees or plants o Teacher will ask students if they know the reasoning behind that request o Teacher will give students a time to share their ideas, before reiterating that plants

are a living thing, and we are entering the plants environment- and if everyone were to pick leaves whenever they wanted, the plants would die and there would


be no plants left to enjoy in our environment - The teacher will review the proper outdoor behavior with the students and will have the

students follow their typical classroom procedure as they get their outside gear on and proceed to the door

- The teacher will guide the students on a walk throughout the outdoor environment o If a wooded, forest, or pathed area is within walkable range of the school, the

teacher should guide students on a walk through the treed environment o If there is no wooded area within appropriate distance of the school, the teacher

can have the students roam around the school playground area- While on the walk, the teacher will guide a discussion with the students;

o What can you see about the different kinds of leaves?o What do you notice about the trees?o Are the leaves on the trees different than the leaves on the ground?o Do all the trees have the same looking leaves?

- The teacher will ensure that all students have 3 different leaves within their position, and lead the students back into the classroom

- The teacher will have the students place each of their leaves into a zip-lock bag with their names on it, and collect the bags

Explanation (Second Class Period) - The teacher will hand the bags of leaves back to the students - The teacher will then explain to students that we are going to do an activity with the

leaves they found - The teacher will demonstrate to students how a “leaf rubbing” works- The students will then be given a white sheet of paper (cut into 3), and asked to get

crayons out from their desks - The teacher will instruct students to do a leaf rubbing of each one of their leaves on a

different portion of the paper o The students will also be instructed to use the color crayon that their leaf is (so

that they are the same color)o The students will be given time to do a leaf rubbing of each one of their leaves

Elaboration - After all the students have completed their leaf rubbings, the teacher will lead a

discussion with the students ( in regards to their own 3 leaves) :o Are all of your leaf rubbings the same, or are they different?o Can you tell me any parts of your leaves that look the same?o Can you tell me what parts of your leaves look different from each other?

What is the shape of the leaf? What do the edges look like? Are the colors the same?

BRAIN BREAK

- The teacher will then inform the students that we are going to organize these leaves into


groups, and ask the students how they think we could group the leaveso The teacher will guide the discussion with prompts- colors? Size?

- The students will have a discussion and a way to classify the leaves will be chosen- the teacher will draw a chart on the board accordingly

- The teacher will then have students select one of their leaves out of their 3 o The teacher will then call one student at a time to the front of the room o The student will have to hold their leaf up and show the class, and the teacher will

ask students to share their opinion on what category they think the leaf should fall under

o The student will then place their leaf under the heading in which they decide best fits their leaf

- The teacher will continue this process until one leaf from each student is placed on the board

Evaluation The teacher will then have a discussion with the students regarding all the leaves on the

board:o Out of all of the leaves on the board, do any of them look identical?

Why do these leaves look identical? From the same tree?o Why do some of the leaves look different?

Why are some leaves smaller? What are some different shapes of leaves on the board? What are some different colors we see?

- The teacher will continue discussion with the students, based off their responses and inquires

- The teacher will then show students a PowerPoint with pictures of different trees with leaves, ask students if any of their leaves look like they could be from that tree, and inform students what tree it is

o Maple, birch, aspen, spruce, etc.

Extensions /Modifications:- Students who require an extension for this lesson could be asked to choose more than 3

leaves. They could also be asked if they could think of another way to classify their leaves. Students who require modifications for this lesson could be asked to choose only 1 leaf, or to work in pairs.

Assessment:- Informal (Formative): Students participation and answers given in class discussion will be informally observed. Teacher will also engage in conversation with each student while they are completing their leaf rubbing, to gain students understanding of the leaves. - Informal (Formative): The student will be observed regarding their decision on where to place their plant on the chart, as well as their input to the categorization of others places.



Lesson Number: Two

Title: Planting Seeds & Discussing Plant Needs and Importance of Plant Care


Subject: Science

Grade: Kindergarten

Time: 2- 45 minute classes

Parts of the Learning Cycle:

- Engagement - Exploration - Explain:- Elaboration- Evaluate

Lesson Purpose/ Objective:Students will identify the needs of plants and create a care plan for proper plant care. Students will also demonstrate respect for plants as they plant their seeds.

About/In/For Environment

Students will learn about the how to properly care for a plant, and learning about what plants need to live. Students will learn to respect plants as living things, and develop a care plan in order to achieve plant care.

Outocme and Indicators

Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understande) Show respect for the needs of other people, other living things, and the environment when observing and interacting with living things (e.g., show concerns for other students’ feelings,


care for living things that are kept in their classroom, and willingly suggest how we can protect the environment).

Content Background**see attached

Process Development

- Direct Instructiono Questioning o Listening and Viewing

- Indirect Instruction o Reflective Discussion

- Interactive instruction o Brainstorming o Discussion

Adaptive Dimensions

There should be no students that would not be able to participate in this lesson. Students who have sensory issues could be provided with gloves or a shovel, or assisted when planting their seed in the dirt.

Cross Curricular Competencies

Goals to develop Thinking are

- Think and learn critically.

Goals to develop identify and interdependence are:

- Understand and value social, economic, and environmental interdependence and sustainability

Goals to develop literacies are:

- Express understanding and communicate meaning using various literacies.

Interdisciplinary Connections:- Math: SSK.1: Use direct comparison to compare two objects based on a single attribute, such as: length including height, mass, volume & capacityc) Compare the volume of two objects or capacity of two containers and explain how they compare using the words less, more, bigger, smaller, or almost the same.

Prerequisites Learning

- Students should have a basic form of idea regarding what plants need to survive - Students should have basic knowledge about what a plant is


Materials/ Equipment/ Safety

- Plant video - Plant Journal (for each student)- Plastic cups- Shovel - Spoons - Potting soil - Radish Seeds - Watering can with water - Chlorine bleach - Tray- Spray bottle - Plastic bag

Advanced Preparation

- Teacher will have to purchase all materials for plant (potting soil, seeds, etc.)- Teacher will have sterilized and prepared all materials to plant in - Teacher will have to ensure that there are enough spoons & cups for each student

_____________________________________________________________________________

Lesson Procedure

Engagement (First Class- 45 minutes)

- Teacher will draw a Venn diagram on the board, teacher will ask students if they know what humans need to live

o Students will provide answers o Teacher will write answers on one side of the diagram

- Teacher will then ask students what plants need to live o Teacher will write all answers on the opposite side of the diagram

- Teacher will then ask the students to look at the chart, and see if there are any things that both humans and plants need to live

o Students will respond, and teacher will erase the needs, and place them in the center section of the diagram

o Once that is complete, the teacher will explain to the students that the chart represents what humans and plants need to live, and that there are somethings that both plants and humans need to survive

- Teacher will then show the students the video on what plants need to live https://www.youtube.com/watch?v=dUBIQ1fTRzI “The Needs of a Plant”

https://www.youtube.com/watch?v=dUBIQ1fTRzI


o Teacher will ask students if they learned anything from the video that they do not already have on the board new findings will be added

BRAIN BREAK

Explanation:

- The teacher will explain to students that we are going to grow our very own plants from seeds into plants radishes

- The teacher will instruct students that in order to have the plants grow and stay alive, that we need to make sure we are taking proper care of the plant

- The teacher will explain to students that we are going to be making a daily care plan for the plant

o The teacher will explain this plan will have what the students need to do for the plant every day in order to make sure it stays healthy

- The teacher will then review the Venn Diagram with the students, the class will discuss how humans meet these needs compared to plants

o Ex. Both plants and animals need water: Humans may get a drink of water out of the tap. Plants need to be watered by a watering can or rain.

- The class will then develop a daily instructions for the care of their plants- the teacher will record these instructions on chart paper

- The teacher will instruct and run students through what the class will do as a daily procedure to care for their plants

Elaboration: (Second class- 45 minutes)

- The teacher will provide each student with a cup o The students will then write their names on the cup

- The students will then file to the front of the class, and under teacher supervision, scoop dirt into their cup (a sample cup will be at the front for students to compare if they have enough soil)

- After each student has filled their cup with the right amount of dirt, the teacher will demonstrate the proper way to plant the seed (how far to push it down, how to cover it, etc.

- The students will then each receive a seed, and will plant it according to the teachers instructions

- The students will then be shown the plant watering station, and how to properly use a watering can (with assistance )

o Students will then add water to each of their cups o Students will place their cup on a windowsill

BRAIN BREAK

Evaluation:


- The students will then be provided with a “Plant Journal”- The students will be instructed what this journal is - The students will make their first entry in the journal

o Drawing a picture of themselves on the covero Drawing a picture of what their seed currently looks like in the cup o The students will also draw 3 things in their picture that their plant needs

in order to grow (ex. Sun, water, dirt, etc.) o Students will continue monitoring the growth of their plants throughout

the week the teacher will ask students to do an entry when they feel changes are present/ necessary

Extensions/Modifications:

- Students who require an extension for this lesson could be asked to draw 5 things that the plant needs to survive. Students who require modifications could have assistance when planting their seeds, as well as only be asked to draw the picture of the seed without the extra needs of the plant provided.

- Assessment: - Formal (summative): Students plant journals will be taken in and marked according to a checklist.

o Accuracy of plants record o Extra question (3 things their plant needs)

- Informal (formative): Students participation in discussion and care towards their plants will be monitored in regards to their understanding of respecting living things.


Content Background

- Radishes are one of the fastest sprouting plants (http://www.gardeningknowhow.com/special/children/plant-seeds-with-kids.htm)

- Develop edible roots in as little as 30 days (http://homeguides.sfgate.com/planting-radishes-plastic-cups-93284.html)

- You can also germinate the seedlings in plastic cups indoors to get the plants off to a healthy start if you transplant them quickly before the roots begin to swell. Radishes started indoors tend to germinate better and once transplanted

To Plant Radishes 1. Disinfect the plastic cups in a solution of one part bleach to nine parts waters. Rinse and

air dry. Poke one 1/4-inch diameter hole in the bottom of each cup to provide drainage.2. Set the cups in a tray and fill them with a sterile potting mix to within 1/2 inch of the rim.

Water the mix until the excess drains from the cup bottoms. Allow the soil to soak up the water for about one hour, then empty any remaining water from the tray.

3. Sow two radish seeds in each cup. Cover with a thin 1/4-inch layer of soil. Mist the soil surface with water after sowing if it feels dry,

4. Cover the cups with a clear plastic bag and set the tray in a 65 degree Fahrenheit location. Radish seeds germinate quickly, usually within three to five days. Remove the bag as soon as the first sprouts emerge, and move the tray to an area that receives full sun, at least six hours of direct sunlight daily, and where temperatures do not climb above 65 degrees.

5. Water the radishes when the soil surface begins to dry. Snip off the weaker seedling in each cup at soil level after the stronger seedling grows its second set of leaves, called true leaves.

Things You Will Need Chlorine bleach Sterile potting mix Tray Spray bottle Plastic bag Scissors Radish seeds

Tip

http://www.gardeningknowhow.com/special/children/plant-seeds-with-kids.htm


Radishes are ready to transplant to the garden when they produce their second or third set of leaves, usually within two weeks of germination. Winter radishes may take longer to reach this stage of growth. Transplant carefully so you don't damage or break the main root that develops into the radish.

“Plant Journal” Assessment Checklist

Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand

Student Name: ________________________________

Students will:

- Provide an accurate drawing of their plants growth, including:

Accurate color

Proper number of leaves

Accurate height

Shape of leaves

- Provide appropriate answers to questions asked, such as:

Record correct check-in date

Draw 3 accurate representations of things plants need

Comments:

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________


Lesson Number: 3

Title: Observe Growth and Physical Differences of Plants

Date: Spring** this lesson needs to take place when plant growth is present

Subject: Science

Grade: 1

Time: 1-45 minutes period** will be continually revisited throughout the unit- in relation to plant growth

Parts of the Learning Cycle Involved: - Engagement - Exploration - Elaboration

Learning Objective and Lesson Purpose: Students will record and illustrate the growth and physical changes of their plants.

About / In / For the environment: This lesson is about the environment as it has students focusing on plants. The lesson focuses on plant growth, what they require to survive, and how to properly care for plants. This lesson is also for the environment as it allows students to be responsible for their plants, instilling a sense of care for the plants within them. This sense of dependency will provide the students with care for how the plants are doing, and instill a sense of protecting the plants.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understandd) Select and safely use appropriate tools such as a hand lens (i.e., magnifying glass) and digital camera to observe plants and animals in the local environment.


Content Background: /

Processes Developed: - Direct Instruction:

o Questioning o Compare and Contrast

- Experiential Learning o Field Observations

- Independent Study o Learning Activity Package

- Interactive Instruction o Brainstorming o Discussion

Adaptive Dimension: - All students should be able to participate fully in this lesson. If a student has sensory issues in

which they do not want to touch the dirt- gloves can be provided, or a friend can assist them in planting.


o Think and learn contextually- Goals to develop Identity and Interdependence are:

o Understand and value social, economic, and environmental interdependence and sustainability.

- Goals to develop Literacies are: o Construct knowledge related to various literacies

Interdisciplinary Connections: - Math : SSK. 1: Use direct comparison to compare two objects based on a single attribute,

such as: length including height, mass, volume, and capacitya) Compare the length or height of two objects and explain how they compare using the

word shorter, longer, taller, or almost the same

Prerequisite Learnings: - Students should know what plants are and have basic understand of how they are grown - Students should have knowledge on sizes, size vocabulary and how to compare sizes- Students will know how to properly use tools, and will have procedures in place to share and

utilize these tools

Materials / Equipment / Safety: - Plant Journal - Large Class Plant Chart- Magnifying glass, ruler, tape measure, etc.

Advanced Preparation:


- Teacher will perform this lesson when some form of plant growth is noticeable - The teacher will have the class comparison plant chart created on a large piece of Bristol board

Lesson Procedure

Engagement - Student will be asked to walk over to their plants, and not to touch them, but to look at them

students will look at all the plantso Tools such as magnifying glasses, rulers and tape measures will be provided for student

useo Students would already have knowledge and procedures set in place for the usage of

tools, however the teacher would review proper usage and sharing of the tool before allowing the students to proceed

- Students will then be asked to go back to their seats - Students will then participate in a discussion, led by the teacher:

o What do you notice about your plants?o Do they look different from when we planted them?o Do all your plants look the same? Why would some look different?o Why would some plants be smaller than another?o Do you think we are taking proper care of our plans or should we make a change?

Exploration - Students will follow the procedure in place, and will each go and bring their plants to their desks- The students will be given their plant journals - Students will be asked to draw a picture of what their plant now looks like on the second entry

pageo Students will also be asked to put the number “1” in the check-in box

BRAIN BREAK

Elaboration This entire period will focus on having the students familiarize themselves with the

process of observing their plants and recording in their plant journals o The students will continue the weekly entry in their plant journals (this can occur

whenever the teacher feels a change has occurred, it should take approximately 10 minutes- however, they will not take the entire class period as this lesson does)

o As the plants progress, the students will continue to monitor their growth

- The students will then compare their plants characteristics to others in the class by adding their information to a class comparison chart (even when there are no leaves or height, continue to have children monitor and complete the chart)

- The teacher will ask the students questions regarding their individual plant, and these answers will be recorded on the class “Plant Growth Chart”

o How tall is it Students and teacher will enter this growth by approximation/estimation of

height- referents could be identified “pinky finger width- 3 cm.” etc. o How many leaves does it have o What do the leaves look like


- The teacher will ask students other questions about their plants to generate discussion, however these answers will not be placed on the chart

o What color is it o What does it feel like o What does the stem look like (sturdy, bend)

- ** Columns can be added to the chart if students notice differences between plants they would like to monitor

Extensions /Modifications:- Students who require an extension for this lesson could continue to include extra drawings in

their Plant Journals. For example, once the plant sprouted, the student could be asked to write the number of leaves the plant has. Students who require modifications could be assisted by extension students when drawing their plants.

Assessment:- In-formal (Formative): Students will be monitored with their usage of tools. Teacher will ask

students about what the tools are used for/their function/how they help look at the plant, etc.- Formal (summative): Students plant journals will continue to be taken in and marked according to

a previous checklist. o Accuracy of plants record

Sample of Blank Class Plant Growth Chart

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7


Number of Leaves

Length of Stem

Shape of Leaves

Sample of Partially Filled-In Class Plant Growth Chart

Check-In:

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Number of Leaves

0- 171- 3

0- 121- 8

0- 101- 82- 2

0- 81- 102- 2

Length of Stem

Not visible- 17

Under 1 cm- 3

N.V – 12Under 1cm- 5

1 cm- 3

N.V – 10

U1CM- 2

1 cm- 8

N.V- 8

U1CM- 1

1 cm- 10

2cm- 2

Shape of Leaves

None- 17

Oval- 1

None- 12Oval- 3

Pointy- 5

None-10Oval- 3Pointy- 7

None- 8Oval- 3

Pointy- 9

** The chart could be larger in order to write all of the names out fully, or the chart could have symbols instead of words, or the chart could include abbreviated names and symbols for student understanding the teacher will make this decision according to the students understanding



Lesson Number: 4

Title: Identifying Physical Characteristics of People

Date: Spring (April- June)

Subject: Science

Grade: Kindergarten

Time: 1-45 minutes lesson

Parts of the Learning Cycle Involved: - Engagement - Exploration - Evaluation

Learning Objective and Lesson Purpose: Students will identify and label the physical characteristics of people.

About / In / For the environment: This lesson is about the environment as it is based off of the different and similar physical characteristics between peers in the student environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand


Processes Developed: - Engagement - Exploration- Elaboration

Adaptive Dimension: - Students will disabilities that do not permit them to lay down to be traced, will have an adapted

activity. The adaptation should be worked out with the student in relation to how they would like to proceed. For example, perhaps they would have their partner trace the teacher- the student would be excited they got the teacher to be traced, and could work on creating a replication of the teacher while still meeting evaluation expectations. The student could also be asked to draw their


own body on a piece of chart paper attached to the wall. The student should have decision regarding how the adaptation is included.


o Think and learn creatively- Goals to develop Identity and Interdependence are:

o Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

o Understand, value, and care for others- Goals to develop Literacies are:

o Express understanding and communicate meaning using various literacies.

Interdisciplinary Connections: - Social Studies: INK.1 : Demonstrate an understanding of similarities and differences among

individuals in the classroom. a) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).

Prerequisite Learnings: - Students will have some basic understanding of the definition of similarities and differences - Students will have a basic understanding and awareness of diversity between people (physical

characteristics) - Students will know descriptive adjectives that could be used to describe people. (ex. Black hair,

blue eyes, short hair, etc.)

Materials / Equipment / Safety: - white chart paper (enough for class)- pencils (tracing)- markers/ glue - pre-cut labels of physical characteristics (words and symbol representation)

Advanced Preparation: - all the materials readily available for students - teacher will have the labels created, printed, and cut out for each student

Lesson Procedure

Engagement - Teacher will ask students to look around the room, and see if anyone looks exactly the same as

them?o Why not?o What about our appearance makes us different?o Teacher will gather together ideas and redirect: “Those are all right, so we have different

colors of hair, eyes, different height, different hair styles”- Teacher will explain that these differences are called “physical characteristics” and they the very

important things that are different from everyone else and make each one of us special


reviewing with students that not one eye color or hair color or anything is better than the other- The teacher will ask students to list different physical characteristics that humans have, and will

list them on the board o “What is a characteristic we all have, but they could be different?” Teacher will provide

the example of “For example, we all have eyes- eyes are a physical characteristic we all have. But our eyes may be different colors. What else?”

- The teacher will then inform the students that we will be going through the list, and providing different possibilities that each could have

o “For example, we had agreed our eyes are a physical characteristic. My eyes are blue, and your eyes are green. Blue and green are two different possibilities, what other possibilities could there be?”

o The teacher and class will go through the list, adding variables to the physical characteristics

Exploration - The teacher will explain to student the chart on the board, having them look at all the different

possibilities we could see in different physical characteristics o Teacher will highlight how not one of these physical characteristics are “better” then

another, having these different physical characteristics is what makes us special - Explain to students that they will be getting into pairs, and tracing each other’s bodies onto a

large piece of chart paper with a pencil o Have students get into pairs, and provide them each with a pencil o Instruct and then have one student lay on the chart paper, and have the other student

carefully trace the outline of that students body have the students trade places and trace the other students on a new piece of paper

- After both students have finished being traced, provide each student with markers and have them go over top of their tracing with marker

- Inform students that the next part of the activity is to have them draw on all of their own physical characteristics, “make the outline of you look like you as much as possible, if you have curly blonde hair draw it on, if you have pink nail polish and green eyes, add it to your outline”

BRAIN BREAK

Evaluation- Review with students some of the different characteristics they drew on their outline- Provide each student with a bag of pre-cut words with different physical characteristics written &

symbolized on the paper o “Eyes” with a picture of eyes

- Have students glue these words beside the corresponding characteristic on their outline o Ears, Eyes, Hair, Height, Shoe Size, etc.

- Once all students have completed, have these outlines of the students hung on the wallo Have a discussion with students about how none of the students look the same because

we all have different physical characteristics, and those are what make each one of us special

Extensions /Modifications:- Students who require an extension could be asked to try and copy the words from the labels by


writing them on their outline versus gluing them on. Students who require a modification could be assisted by the teacher when tracing. This student could also be paired with a student who requires an extension. This student could also receive fewer labels, or labels with only symbols instead of words.

Assessment:- Formal (Summative): Students outlines will be marked according to a checklist and will be

assessed on the proper placement of their labels - Informal (Formative): Monitoring student’s social interaction with their peers and partners.

Monitor student’s involvement in class discussion.

Content Background

- Physical Characteristics: defining traits or features about your body. The first thing you see when you look at someone: eyes, hair, nose, figure, etc all examples of physical characteristics

o Eyes: hazel, brown, blue, grey, green, golden, o Nose: pointed, roundedo Mouth: pink, red, o Height: short, tail, average o Hair: long, short, curly, frizzy, straight, bald, black, blonde, brunette o Hands/ Nails: painted nails, normal nails o Ears: pierced, attached ear lobes,


Physical Characteristic Body Outline Labels

Hair Eyes

Ears Nose


Mouth Hands

Feet

Physical Characteristic Body Outline Labels Assessment Checklist

Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand

Student Name: _________________________________________________________


Student will:

- Demonstrate their understanding of the physical characteristics of

humans, by:

Placing the labels in the correct placement on their outline

Accurately representing a picture of themselves, by:

Choosing the correct color to represent their hair

Have the correct number of limbs represented

Choosing the correct eye color to represent themselves

Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

____


Lesson Number: 5

Title: Comparing and Appreciating Diversity of Classroom Physical Characteristics


Subject: Science

Grade: Kindergarten


Time: 1- 45 minute lesson

Parts of the Learning Cycle Involved: - Engagement - Exploration - Explanation

Learning Objective and Lesson Purpose: Students will respectively identify and appreciate the similarities and differences of the physical characteristics of their classmates.

About / In / For the environment: This lesson is about the environment as it is based off of the different and similar physical characteristics between peers in the student environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand.h) Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people.


Processes Developed: - Engagement - Exploration - Explanation

Adaptive Dimension: - All students should be able to participate in this activity, if a student has a physical disability

which restricts their movement and makes it harder for them, a large space can be cleared to ease their accessibility

- Ensuring that the physical characteristics represented in the box for children to compare are appropriate & sensitive (exclude body shape, skin color, etc.)



o Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

o Understand, value, and care for others


- Goals to develop Literacies are:o Explore and interpret the world using various literacies

Interdisciplinary Connections: - Social Studies: INK.1 : Demonstrate an understanding of similarities and differences among

individuals in the classroom. a) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).

- English: CCK.4: Create messages using a combination of pictures, symbols and letters. a) Experiment with drawing, scribbling, letters, and temporary spelling to covey ideas.

Prerequisite Learnings: - Students will have previous knowledge of colors- Students will have basic comparing abilities, and identify similarities and differences - Students will know how to write their names

Materials / Equipment / Safety:- Book “We Are All Alike… We Are All Different” by Cheltenham Elementary School- Bingo sheets (similarities and differences one for each student) - Students will have pencils

Advanced Preparation: - Have bingo sheets made up (make sure they are appropriate and sensitive to specific classroom) - Teacher will have created a bingo sheet & printed 2 copies per student (similarities/differences)- Teacher would have signed out book and have in possession

Lesson ProcedureEngagement

- The teacher will begin the class by reading the book “We Are All Alike… We Are All Different” by Cheltenham Elementary School

- During and after this book, the teacher will discuss and engage the students in discussion regarding the differences and similarities between the students in the book

o The teacher will guide this discussion in relation to the students answers o The teacher will then have a discussion with the students about the differences and

similarities between the students in the book and how it is what makes them unique - The teacher will then explain to the students that they are the same as in the book, they have

similarities and differences between them, but we are all an important and a unique part of this classroom

BRAIN BREAK

Exploration - The teacher will then explain to students that they are going to be doing an activity to learn about

the similarities and differences with inside the classroom - The teacher will explain to students that they will each receive 2 different bingo sheets

o The teacher will give them the first bingo sheet – it will say “SAME” at the top (it will have 2 exact same clipart faces at the top)

- The bingo sheet will have different boxes, with a different word and picture represented in each


box o For example. Eyes, hair type, height, etc.

Ensuring that the physical characteristics represented in the box for children to compare are appropriate & sensitive (exclude body shape, skin color, etc.)

Ensuring it is relational to students in classroom do not want to have anyone singled out

Some of the bingo boxes are “shirt color” which isn’t a physical characteristic, however it is an observable characteristic which allows students to visually recognize similarities and differences

- The teacher will then instruct the students to grab a pencil - The teacher will then explain to students that they are to go around the classroom, and find

someone with the same characteristic as them o Ex. The box the says “Eyes” with an eye picture – students have to find someone with the

same color eyes as them - Teacher will explain to students when they find someone with the same as them, they will each

write their name within each other’s square (play music while this is happening)- Once all the students have completed the bingo sheet, the teacher will then provide students with

the “DIFFERENT” bingo sheeto The teacher will then provide the students with the same instructions; however, to find

someone with the opposite characteristic as themo The students will continue this until the “different” side of their bingo sheet is full as well

- Once everyone has completed the different side, the teacher will then have students proceed back to their desks with both of their bingo sheets

Explanation - The teacher will then gather the students and ask them questions based off the activity

o How did the activity go for you? Did you find lots of people with the same eye color as you? How many students have blue eyes? Etc.

Extensions /Modifications: Students who require extensions could be asked to find more than one student who has the same or different characteristic than them. Students who require modifications could be asked to only make an “x” on their bingo sheet, not requiring them to fill in the entire bingo sheet. Students who require modifications could also be asked to draw a symbol in the box instead of their name, such as a smiley face, or to write the letter their name starts with.

Assessment:- Informal (Formative): Teacher will monitor the room and each students understanding of

similarities and differences regarding physical characteristics between them and other students.


Name: _________

Hair Color Height

Eye Color Hair Length

Shirt Color

Pant Color

We are the “SAME”

We are “DIFFERENT”


Hair Color Height

Eye Color Hair Length

Shirt Color

Pant Color


Lesson Number: 6

Title: Identifying Physical Characteristics | Functions of Animals


Subject: Science

Grade: Kindergarten


Parts of the Learning Cycle Involved: - Engagement - Elaboration - Evaluation

Learning Objective and Lesson Purpose: Students will identify the physical characteristics of animals and describe various functions the physical characteristics provide.

About / In / For the environment:


The students will learn about the different animals in the environment, and how their physical characteristics help them function to survive and excel in the environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment.c) Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers, and scientists.h) Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people.

Content Background: ** view attached


o Questioning o Compare and Contrast o Guides for Reading o Listening and Viewing


- Experiential Learning o Focused Imaging


- Interactive Instruction Brainstorming Discussion

Adaptive Dimension: - Students who are perhaps not familiar with some of the animals covered in the lesson will have

the opportunity to view the animal, and learn some basic information about the animal - Students who have a sight impairment would be asked if they have knowledge of what the

animals mentioned look like. If the student is not familiar with the animals, the student and teacher will have a discussion regarding what animals the student is familiar with, and adapt the questions to fit the students understanding.


o Think and learn critically- Goals to develop Literacies are:

o Explore and interpret the world using various literacies

Interdisciplinary Connections: - English: CRK.3 : Listen, comprehend, and respond to gain meaning in oral texts.


a) Listen attentively to others and respond appropriately.

Prerequisite Learnings: - Students will have a basic understanding and familiarity with various animals.- Students will have an understanding of different physical characteristics and body parts of

animals - Students will have an understanding of matching, and how to match items together

Materials / Equipment / Safety: - “Who’s Legs Are These?” by Peg Hall- “Who’s Ears Are These?” by Peg Hall - “Who’s Nose Is This?” by Peg Hall - Zoomed in pictures of each animal from each book (can’t be printed until books in possession to

photocopy from book)- Matching handout (printed one for each student)

Advanced Preparation: - Teacher will have developed and printed matching handout - Teacher will have cropped and printed each animal from all 3 books (when book is in possession)

Lesson Procedure

Engagement - The teacher will explain to students they are going to show them a variety of zoomed-in pictures,

and the students have to guess what animal the picture is of o The pictures will be shown in categories (Legs, Ears & Nose)o The pictures will be from the “Who’s” books by Peg Hall

“Who’s Legs Are These?” “Who’s Ears Are These?” “Who’s Nose Is This?”

- The teacher will then show the students 7 pictures from each category (that are included in the book)

- The teacher will ask the students a range of questions regarding the differences between characteristics of different animals?

o Why is a cougar’s leg so different from a flamingo?o Why do you think the elephant doesn’t have a nose like a camel?

BRAIN BREAK

- The teacher will then introduce the book, “Who’s Legs/Ears/Nose Are/Is These/This?” By Peg Hall

- The teacher will read each of the 3 books with the studentso The teacher will discuss with students if they were correct on their guesseso The teacher will review with students as they read what belongs to each animal

- After reading the books, the teacher will discuss with students about the different functions of each characteristic, and why they are different


BRAIN BREAK

Elaboration - Students will then be given a matching worksheet with 2 sides

o The page will be sectioned into categories: Ears, Nose, and Legso The left side will be pictures of 3 different animals in each category

Ex. Nose Elephant Woodpecker Camel

o The right side will have pictures of the animals in that categories characteristics zoomed in

Ex. Nose Zoomed in picture of elephant, woodpecker, and camel nose in random

ordero The students will have to draw lines to match each of the animals in each category

Evaluation o The teacher will walk around the room and have a brief, comprehensive conversation

with each studento The teacher will ask the student a brief range of questions to gage their understanding of

similarities and differences between characteristics Example: Why does the flamingo have a different leg from the grasshopper?

Why does the flamingo need to have long legs like that? Would the grasshopper be able to do what they need to do if they had legs like the flamingo?

The students will be working on their matching sheet while this is occurring

Extensions /Modifications:Students who require extensions for this activity could be asked to think of 3 more animals from each category that were not mentioned in the book, and draw a picture of their characteristic- they could also be asked to explain why that animals characteristic is like it is

o Ex. Nose: Bear use it for smelling prey Students could also look into the other books written by Peg Hall regarding physical characteristics of animals: “Whose Eyes Are These?” (Tail, Skin & Feet)Students who require a modification to the activity could focus specifically on one of the books, instead of all 3. The student could also be provided with animals that they are more familiar with, instead of exotic/unfamiliar animals they have never seen.

o Ex. Why is a dog have bigger legs than a grass hopper?

Assessment:- Formal (Summative): The teacher will have a comprehensive conversation with each student

regarding their understanding of the similarities and functions between the characteristics and functions of different animals. This will be assessed via rubric.

- Informal (Formative): Students matching sheet will be looked over for understanding.


Content Background:

- Function: (regarding physical characteristics in animals): to perform a specific action, to serve a certain function adapted to specific needs and environment

- Ears: (http://www.ask.com/science/animals-different-ear-shapes-c5c79a8f4a1adce)o Predators: ears that lean forward in order to better hear prey

Cougar o Prey: ears that can be moved, outer ear purpose to gather sound wave for increased

hearing Rabbit

o Nocturnal animals: large ears rely more greatly on sound as sight is lessened in dark Fennec Fox

o Hot weather: larger ears to keep them cool in water Blood travels through the animals' ears and releases heat into the air Elephant

o Water & Flight animals: do not have much for ears, as they would create too much drag while moving

Seal

Focus Books:

1. Whose Nose Is This?: A Look at Beaks, Snouts, and Trunks (Whose Is It?) Board book – January 1, 2011

by Peg Hall

Examines a variety of animal noses, noting how they look different and function in different ways. Animals shown include an elephant, a woodpecker, a platypus, a camel, an anteater, an elephant seal, and a hippopotamus.

2. Whose Ears Are These?: A Look at Animal Ears - Short, Flat, and Floppy (Whose Is It?) Board book – January 1, 2011

by Peg Hall

Examines a variety of animal ears, noting how they look different and function in different ways. Animals shown include an African elephant, a cottontail rabbit, a brown bat, a gorilla, a desert fox, a sea lion, and a barn owl.

http://www.amazon.com/Peg-Hall/e/B004BU243Q/ref=dp_byline_cont_book_1



3. Whose Legs Are These?: A Look at Animal Legs - Kicking, Running, and Hopping (Whose Is It?) Library Binding – September 1, 2002

by Peg Hall

Examines a variety of animal legs, noting how they look different and function in different ways. Animal legs shown include a frog, a grasshopper, a flying squirrel, a cougar, a flamingo, a honeybee and a giraffe.

Extension Books/Further Reading:

1. Whose Eyes Are These?: A Look at Animal Eyes - Big, Round, and Narrow (Whose Is It?) Library Binding – September 1, 2002

by Peg Hall

Examines a variety of animal eyes, noting how they look different and function in different ways. Animals shown include a zebra, a tiger, a housefly, a crocodile, a ghost crab, a snake, and an eagle.

2. Whose Tail Is This?: A Look at Tails - Swishing, Wiggling, and Rattling (Whose Is It?) Board book – January 1, 2011

by Peg Hall

Examines a variety of animal tails, noting how they look different and function in different ways. Animals shown include a peacock, a monkey, a kangaroo, a humpback whale, a gecko lizard, a rattlesnake, and a sea horse.

3. Whose Skin Is This?: A Look at Animal Skin - Scaly, Furry, and Prickly (Whose Is It?) Library Binding – September 1, 2002

by Lisa M. Kee

Examines a variety of animal skin, noting how they look different and function in different ways. Animals shown include a poison frog, a porcupine fish, a sea otter, an armadillo, a coral snake, a snowy owl, and a caterpillar.

4. Whose Feet Are These?: A Look at Hooves, Paws, and Claws (Whose Is It?) Library Binding – September 1, 2002

by Peg Hall

Examines a variety of animal feet, noting how they look different and function in different ways. Animal feet shown include a duck, a mountain goat, a mole, a starfish, a chimpanzee, a cougar, and a butterfly.

http://www.amazon.com/Peg-Hall/e/B001HCWV9S/ref=dp_byline_cont_book_1

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Lisa+M.+Kee&search-alias=books&field-author=Lisa+M.+Kee&sort=relevancerank





Animal Characteristic Matching Sheet Name:____________

Nose

Ears

Legs


Similarities and Differences between Animals Assessment Rubric

Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment.h) Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people.

Students are assessed according to their understanding of the similarities and differences between different animals. Students will demonstrate this understanding by a comprehensive conversation with the teacher.

The students will be marked on a rubric according to the following statements:

- Students will be able to identify why each grouping of animal characteristics are categorized together

o Sample Question: Why are all of these images together in the book? [They are all pictures of legs.]

- Students will be able to explain differences between any two animals from the legs category o Sample Question: Why does the flamingo have a different leg from the grasshopper?

[The flamingo is taller so he has longer legs. The flamingo needs to stand about the water.]

- Student will be able to explain the differences between any two animals from the ears category. o Sample Question: Why does the rabbit have a different ears from the bat?

[The rabbit has very big ears to listen for predators.]

- Student will be able to explain differences between any two animals from the nose category. o Sample Question: Why does the elephant have a different nose from the woodpecker?

[The elephant sucks up water, but the woodpecker needs to peck the tree.]

- Student will be able to apply knowledge of the functions different physical characteristics provide.

o Sample Question: What would a grasshopper be able to do if they had legs like a flamingo?

[The grasshopper could run across water instead of going around it.]


Lesson Number: 7

Title: Explore the Role of Functions regarding Physical Characteristics of Animals



Subject: Science

Grade: Kindergarten

Time: 1-45 minute period

Parts of the Learning Cycle Involved: - Engagement - Exploration - Elaboration - Evaluation

Learning Objective and Lesson Purpose: Students will create their own animals in relation to various physical characteristics functions that are required.

About / In / For the environment: This lesson is about the environment as it introduces students to the idea of different environments compared to the one which they live in. It also introduces students to the needs and abilities that animals may need in order to live in different environments.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment.c) Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers, and scientists.e) Show respect for the needs of other people, other living things, and the environment when observing and interacting with living things (e.g., show concerns for other students’ feelings,j) Create visual, dramatic, and/or multimedia representations of the characteristics of a student-selected plant or animal to share with classmates and others.



o Listening and Viewing - Experiential Learning

o Project Work - Independent Study

o Learning Activity Package - Interactive Instruction

o Brainstorming o Discussion


Adaptive Dimension: - All students should be able to participate in this activity, modifications and extensions are

provided.


o Think and learn creatively- Goals to develop Identity and Interdependence are:

o Understand and value social, economic, and environmental interdependence and sustainability

- Goals to develop Literacies are: o Express understanding and communicate meaning using various literacies.

Interdisciplinary Connections: - English: CRK. 3: Listen, comprehend, and respond to gain meaning in oral texts.

a) Listen attentively to others and respond appropriately. d) Follow simple directions correctly and independently.

- English: CCK. 2: Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.

a) Use imagination to communicate when appropriate.

Prerequisite Learnings: - Students will have an understanding of physical characteristics - Students will have an understanding of functions according to physical characteristics - Students will have an understanding of different sizes, colors, shapes, etc.

Materials / Equipment / Safety: - Book “Very Mixed Up Animals” by Ian Jackson - Kinderoo Animal Worksheet (one for each student)- Assessment rubric

Advanced Preparation: - Teacher will have book in possession- Teacher will have created and printed Kinderoo Animal Worksheet for each student - Teacher will have developed and printed assessment rubric

Lesson Procedure

Engagement - Teacher will read “Very Mixed Up Animals” by Ian Jackson

Exploration - Students will discuss the different animals combinations of animals they saw in the book - Teacher will review the functions different physical characteristics animals have with students by

analyzing the combinations of animals in the booko Ex. “Rhinator”: head of a rhino, body of manatee, and tail of alligator


Discuss with class the physical characteristics and how they may help the animal survive

Head of a rhino may let the animal knock down predators to keep it safe Body of manatee may let the animal swim to get food Tail of an alligator will help him steer in the water

- Class will discuss how the author came up with the different combinations of animalso Students will discuss if these animal combinations are realistic

- Class will discuss the names these different combinations are given o Students will discuss if these names make sense for the animal?o Students will brainstorm different names the animal could have

BRAIN BREAK

Elaboration - Teacher will discuss with students the different possibilities for achieving different functions

o “Class, if I wanted my animal to be able to swim. What are some physical characteristics he may have?”

Fins, gills, long arms to paddle, big mouth to hold lots of air, etc. o Teacher will have a discussion with students about the differences in appearance of the

physical characteristics, and how they are necessary for the animal to survive “It may look like the elephant has a big, funny nose, but he needs his trunk to be

like that in order for him to get water.” (respect the needs of living things)

BRAIN BREAK

Evaluation- Teacher will explain to students that there is a new planet called “Kinderoo”- Teacher will explain to students that astronauts are traveling to Kinderoo soon, but they have no

idea what kinds of animals could be there, so they need your ideas of what different animals could exist there

o “Would there be rhinators?” - Teacher will explain to students that they are going to be making up their own imaginary animal

like from the “Very Mixed Up Animals” book to send to the astronauts - Teacher will explain that Kinderoo is a very special planet

o It has lots of water, lots of open space, and lots of trees- Teacher will tell students that there are certain things there animals need to be able to do in order

to live on Kinderoo o There is lots of water all over Kinderoo, so the animals need to be able to get across the

water safely. o Kinderoo is a very large planet, so they animals need a way to get from one side of

Kinderoo to the other very quicko Most of the food on Kinderoo is up in the trees, so the animals need to be able to find

someway to get to the top of trees- Students will then create their own imaginary animal, according to the criteria provided

o Provide students with other ideas for what the animal could have: however many eyes you want, be any color, any size, teeth, feet, have any characteristics you want, but it must be able to do those 3 things too

- Teacher will monitor the class and guide discussion with students as they observe- if students are struggling, prompts can be provided:


o “Your animal needs to be able to get across the water safely. How could it do that? Would it go in the water or stay out of the water? What would it need to go swim in the water?” etc.

- When students are done creating their animal, the student will come up with a name for their animal, and the teacher will record this name on the sheet

- Over the course of the week, the teacher will have a comprehensive conversation with the students about their animal, having the student explain how the animal would get across the water, how they would cover the area quickly, and how they would get to the top of the tree

Extensions /Modifications:Students who require extensions for this activity can be given more requirements for their animal to have. Ex. The planet is a very cold planet, what would your animal need in order to make sure they survive? Students who require modifications could have less requirements for what their animal required. Ex. Kinderoo is completely covered in water, your animal needs to be able to swim to survive. Students could also be asked to make up whatever animal they choose without any requirements. The teacher could then have a conversation with the student about their animals abilities. Ex. “I noticed your animal has 6 eyes, what would that help it do?”

Assessment: - Formal (Summative): The teacher will take in each student’s imaginative animal. The teacher will

have a comprehensive conversation with each student in regards to their animal’s physical characteristics which enable the animal to survive according to the requirements, this will be assessed via checklist.

o “Planet Kinderoo has lots of water, how would your animal get across the water safely?” “I noticed your animal has fins like a fish, what are those for?” “Your animal has really long legs, would those help it swim or run?”

Planet Kinderoo Animal Report

Name: ______________________________________


“Planet Kinderoo Animal Report” Assessment ChecklistOutcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment.c) Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers, and scientists.j) Create visual, dramatic, and/or multimedia representations of the characteristics of a student-selected plant or animal to share with classmates and others.

Student Name: ________________________________

Students understanding will be assessed during a conversation with each student about their visual representation of their animal. Students will be provided prompts and questions to guide their discussions. Student answers do not have to be the most straight-forward approach, but demonstrate student thought of concept.

Sample Questions:

My Animal for Planet Kinderoo is called:

__________________________________-___________________________


“Planet Kinderoo has lots of water, how would your animal get across the water safely?” “I noticed your animal has fins like a fish, what are those for?” “Your animal has really long legs, would those help it swim or run?”

Students will:

- Demonstrate understandings from the literature discussed in class regarding

physical characteristics in their illustration, by including:

A physical characteristic which enables animal to cross water

A physical characteristic which enables animal to cross land quickly

A physical characteristic which enables animal to get to the top of a tree

- Create a visual, by:

Illustrating a student-imaginative animal

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Lesson Number: 8

Title: Respecting and Understanding the Care & Development of Butterflies


Subject: Science

Grade: Kindergarten

Time: 2- 45 minute lessons

Parts of the Learning Cycle Involved:- Engagement - Exploration - Explanation - Elaboration


- Evaluation

Learning Objective and Lesson Purpose: Students will respect and display care towards butterflies and other living things

About / In / For the environment: This lesson is about the environment as its entire focus are on butterflies, which are a recognized animal in the student’s environment. The students will also gain understanding of the role different parts of the environment play in the butterflies’ life cycle (branches to grow their chrysalis, plants to get their nectar, etc.) This lesson is for the environment, as it provides students with the responsibility of caring for the butterflies. This gives the students a senses of responsibility for the butterflies, which will hopefully be transferred to the environment the butterflies will be released into, as well as other animals. It also teaches the importance of respecting the butterflies, and other living things.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]e) Show respect for the needs of other people, other living things, and the environment when observing and interacting with living things (e.g., show concerns for other students’ feelings, care for living things that are kept in their classroom, and willingly suggest how we can protect the environment).f) Explore portrayals of plants, animals, and people through stories and artwork from various cultures, including First Nations and Métis.



o Questioning o Listening and Viewing


- Experiential Learning o Conducting Experiments o Field Observations

- Interactive Instruction o Brainstorming o Discussion o Cooperative Learning Groups o Circle of Knowledge

Adaptive Dimension: - Students with sight impairments that would not be able to view the cycle video, or the butterflies

themselves, would have to be provided the information in another way. The student could listen to the song, and participate in the discussion about what it would look like. The student would also work with the teacher to visualize what the butterflies look like in their different stages, and could present their knowledge in a dramatization or song or other method preferred by student.




o Understand and value social, economic, and environmental interdependence and sustainability.

- Goals to develop Literacies are: o Construct knowledge related to various literacieso Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies.

- Goals to develop Social Responsibility are: o Use moral reasoning processes o Take social action.

Interdisciplinary Connections: - Arts Education: CPK.1: Express ideas though exploration of the elements of dance including:

Action, body, dynamics, relationships, spacea) Use movement to respond to stimuli from diverse sources such as stories, poems, observations, visual images, music, sounds, or objects.

- English: CRK.3: Listen, comprehend, and respond to gain meaning in oral texts. a) Listen attentively to others and respond appropriately.e) Listen to traditional and contemporary stories from a variety of cultures including First

Nations and Métis.

Prerequisite Learnings: - Students will have knowledge that butterflies are an animal - Students will have knowledge of First Nations culture

Materials / Equipment / Safety: - Projector- Butterfly Cycle song video https://www.youtube.com/watch?v=8rvGUevGxDk- Book “Keepers of the Animals: Native American Stories and Wildlife Activities for Children” by

Micheal Caduto & Joseph Bruchah- Pictures of butterflies in each of 4 stages - Chart paper - Butterfly Kit (including food, cage, net, etc) http://www.flutterbuys.ca/schools.html

Advanced Preparation: - Teacher will have printed out 4 pictures of butterfly life cycle - Teacher would have ordered and received the butterfly egg and care kit- Teacher would have read the instructions and care kit provided with package- Teacher will have Native American Stories book in possession

Lesson Procedure

Engagement (Class One- 45 minutes)

- Class will have a discussion on what they know about butterflies

https://www.youtube.com/watch?v=8rvGUevGxDk


o Conversation will be guided/prompted by the teacher What do you know about butterflies? How are butterflies born? What do

butterflies look like as babies? Do butterflies always look the same?- Class will then watch the “Butterfly, Butterfly” video, and the teacher will tell students to pay

close attention because they will be asking questions afterhttps://www.youtube.com/watch?v=8rvGUevGxDk

o The video divides the butterflies growth into 4 stages, the teacher will stop after each stage is shown, and will discuss with students what they have just viewed

o The video replays through the song twice- the first round of the song finishes at 1:05 the teacher will explain to students the song is going to play again

o The teacher will allow the video to continue to play through the song again, without stopping the video

- After the video is complete, the teacher will lead a discussion with students about the different stages of the butterflies growth

BRAIN BREAK

Exploration - The teacher will discuss with students the 4 different stages - The teacher will have a picture of each of the 4 stages printed off to use as prompts

o The teacher will ask students about what goes on in each of the stages that they learned from the video

o The teacher will guide the conversation, and will provide some extra information about what goes on in each of the stages

- The teacher will then explain to students that we will be playing the video again, and that the students are to stand up, and act out what the butterfly would be doing/look like at each stage (move around the room)

o The teacher will stop the video after every stage, and have the students continue the movements

o The teacher will call out prompts as the video plays if required What would an egg look like- standing up tall or crouched small in a ball? How

would a caterpillar move? Would he walk on legs? How would a chrysalis hang- by his feet, laying down? Would a butterfly stay in one spot?

Explanation (Class 2- 45 minutes)- The teacher will explain to students that we are going to be getting butterflies to take care of in

our classroom- they are in egg form, and we are going to watch them grow through the stages as they become butterflies

- Teacher will explain that before we are able to have the butterflies in the classroom, we need to know how to properly take care of them so that they can be healthy and live longer

o All of the proper care information for the butterflies is included when the butterfly kit is received (teacher will read this information before hand in order to teach students what is required)

- Class will have a discussion on what they think the butterflies may need in order to liveo Teacher can provide prompts and guide the discussion so all areas are covered o Teacher will also provide answers as questions are presented in order for students to have

an accurate understanding of what butterflies truly need to live Do butterflies need food? What do they eat? How would they get their food? Do you think butterflies should live in a dirty cage or a clean one? How do you think we should touch the butterflies? Do you think they should be


picked up by their wings?

BRAIN BREAK

Elaboration - Teacher will explain to students that we are having the butterflies to raise, but that they are a

living animal, and we need to respect them o Teacher will ask students if they know what respect means “caring for living animals”o Teacher will go over examples and the importance of respect

- Teacher will explain that Native American people have lots of respect for animals, and that animals are very important to them explain they are going to read a story from the First Nations people about the butterfly

- Teacher will gather students in a talking circle on the floor - Teacher will read “How Butterflies Came to Be” from the book “Keepers of the Animals: Native

American Stories and Wildlife Activities for Children” by Micheal Caduto & Joseph Bruchah (page 83)

- Class will discuss what they learned from the story focusing on the importance of respecting the butterfly as a living thing

BRAIN BREAK

Evaluation- Teacher will explain that the class is going to create a “Respect our Butterflies” chart- Teacher will explain to students that we are going to make a list of “I will” sentences that we

think are important to take care of and respect our butterflies that everyone will follow- Class will brainstorm things that are important for our butterflies to be healthy and safe and

respected o Teacher will guide conversations- making sure to include all important aspects of careo Teacher will provide an example, will brainstorm/discuss with students, forming

sentences and writing them on the chart “I will only use my eyes to look at the butterfly” “I will be careful around the cage to not bump it” “I will make sure they get food everyday” “I will make sure they cage is clean everyday”

o When chart is complete, students and teacher will read the chart together- After the “Respect our Butterflies” chart is complete, the teacher will post the chart by the cage

and explain to students that they are going to review it every day to make sure the butterflies are cared for

Extensions /Modifications:

- This lesson is completed as a classroom, so modifications and extensions are not necessary.

Assessment:- Informal (Formative): Student movement and participating in acting out butterfly stages - Informal (Formative): Student participation in various discussions


Content Background http://www.flutterbuys.ca/schools.html

- Larvae Kits: o Each kit includes Painted Lady butterfly larvae, premixed larvae food, larvae rearing

containers, and full instructions for each stage of development) 1 kit of 24 Larvae: $60 (tax and delivery extra) 1 kit of 30 Larvae: $74

o Cage can be bought: Fit up to 36 Painted Ladies $25

o Sent out of Langley, BCo Butterflies grow so quickly changes can be seen day to day o From caterpillar to butterfly takes about 3 weeks

** all other butterfly care information will be included with package

The Life Cycle/ Stages of the Painted Lady Butterfly

The Egg StageEach blue dot

is an eggI am circle or oval shaped, depending on what type I am

I can be found laying on leaves in the spring, summer or fall

If you look closely enough, you can see something growing inside me.

My mom will lay me plus up to 500 others like me (one at a time) as only 1/20 of us are expected to make it to adulthood.

I am as tiny as a pin head

http://www.flutterbuys.ca/schools.html


The Larval Stage

This is a youngcaterpillar I am also called the caterpillar in this stage.

In this stage, my purpose is to eat, eat, eat!

The first thing I will do is eat the leaf I was born on (that’s why mom picks a plant she will be sure I will enjoy!)

During this stage, I molt (shed my skin) up to 4 or 5 times while I grow

I will grow up to 100 times my original size during this phase

The Pupal Stage

This is theChrysalis

This stage is also referred to as the chrysalis stage.

You can see me spinning a silk pad to attach too, then I will hang, my skin will split open, and my chrysalis will be visible

The silk I use in this stage comes from a hole just below my mouth, called my “spinneret”

In this stage, I have no eyes, antennas or legs yet. But specials cells I have will now grow into these parts.

You can’t see me, but this is where “metamorphous” is taking place (Greek work for transformation or change in shapes)


The Adult StageThis is the

Butterfly

This stage is when I finally become a butterfly

My main purpose during this stage is reproduction

When I first emerge, my wings will be soft and folded against my body. But a bodily fluid (“hemolymph”) will help me wings to strengthen and function

I need to rest for 3-4 hours after this stage, but then I will be off to find a mate

I only live for 1 to 2 weeks

- http://www.thebutterflysite.com/life-cycle.shtml - http://mypages.iit.edu/~smart/pearkat/lesson1.htm


Lesson Number: 9

Title: Identifying and Illustrating the Development of Butterflies


Subject: Science

Grade: Kindergarten


http://www.thebutterflysite.com/life-cycle.shtml


Parts of the Learning Cycle Involved: - Engagement - Exploration - Evaluation

Learning Objective and Lesson Purpose: Students will compare and illustrate the stages of a butterfly’s development.

About / In / For the environment: This lesson is for the environment as it has students examining butterflies, which are a familiar part of the students outdoor environment.

Outcomes & Indicators: Outcome: LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand.



o Guides for Reading - Indirect Instruction

o Reading for Meaning o Reflective Discussion


- Interactive Instruction o Discussion

Adaptive Dimension: - Students should all be able to participate in this. If a student has a visual impairment, the teacher

can refer to the suggestions mentioned in the previous lesson which would be applicable to this lesson.



o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and

sustainability.


- Goals to develop Literacies are:o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies.

Interdisciplinary Connections: - English: CCK.4: Create messages using a combination of pictures, symbols and letters.

d) Attempt to copy letters or words from the environment (e.g., books, chart paper poems, word wall, name cards, public signs) to express ideas or understanding.

- Arts Education: CPK.4: Create art works that express own observations and ideas about the world. c) Discuss how artists and scientists use their senses to observe and record characteristics of plants, animals, and humans in the environment (e.g., observing nature, sounds, movement, and visual details).g) Observe and identify details of the physical appearance of plants, animals, people, and objects, and create visual representations.

Prerequisite Learnings: - Students will have knowledge of butterflies and what they need to live - Students will be familiar with the life cycle of butterflies - Students will have knowledge on how to draw (replicate) visuals

Materials / Equipment / Safety: - Various books on butterflies

http://www.butterflybuzz.com/KidsDragonflyAndButterflyBooks.htmlo ‘Clara Caterpillar’ by Pamela Edwards o ‘Charlie the Caterpillar’ by Dom De Luiseo ‘Monarch Magic’ by Lynn Rosenblatto ‘Waiting for Wings’ by Lois Ehlerto ‘Where Butterflies Grow’ by Joanne Rider o ‘I Wish I Were a Butterfly’ by James Howeo ‘From Catepillar to Butterfly’ by Deborah Helligman o ‘Are you a Buttefly’ by Judy Allen

- Assessment checklist - “My Butterfly Diary” booklet ** (Butterflies would have already been in possession by the previous lesson)

Advanced Preparation: - Teacher would have the larvae in the cage, ready for student viewing - Teacher would have developed and printed “My Butterfly Diary” for all students - Teacher would have developed and printed assessment checklist- Teacher would have found books on butterflies, and have them in the classroom

Lesson Procedure

Engagement - The butterfly larvae enclosed in the cage will be presented to students at the front of the

classroom


- The teacher will explain to students that they are all going to have the opportunity to come up to the front to see the butterfly larvae

o The teacher will discuss with students that when scientists or people who love nature are trying to learn about butterflies, they use their sense of sight

Explain they do not use their sense of touch because it could harm the butterfly Review with students the other senses, and if they are appropriate for respecting

the butterflies- The class will review the “Respect our Butterflies” chart- The teacher will call table by table to come to the front and examine the eggs - After all of the students have had the chance to examine the eggs, the class will have a discussion

regarding their first impressions of the eggs

Exploration - The teacher will then explain to students that they have a variety of books about butterflies

o The teacher will explain to students that each table group will get a few bookso The students are to look through the books, and find pictures of the stage the butterflies

are currently at - After the students have had the opportunity to find the stage their butterfly is at, the students will

then be instructed to continue to look through the books to see what their butterfly may look like at the next stage

o Students will be given time to look through the books - The students will have an opportunity to share their findings with the class - The teacher will then have the students return the books to the teacher, and remain seated at their

tables

BRAIN BREAK

Evaluation- The teacher will then show the students a copy of “My Butterfly Diary”

o The teacher will explain that each student will receive one of these diarieso The teacher will explain that these diaries will be used for the students to record how

much their butterfly is growing o The teacher will explain to students that every time they are asked to use their diaries,

they will write the number of entry it is, as well as they will be asked to draw a picture of what the butterflies look like at that time

The students will also attempt to copy the stage the butterfly is in off of the board o Explain to students that they are drawing these pictures to record what exactly the

butterfly look like so we can look back and remember how much it grows Explaining that when we record these pictures, we want to be as realistic as

possible- using the colors you see, characteristics you see, etc. - The students will then each receive a “My Butterfly Diary”

o The students will be instructed to draw their picture on the front of the diary o The students will then open up their diaries to the first page: the students will write “1” as

the entry date, attempt to write “egg”, and will draw a picture of what they see in the cage

Extensions /Modifications:


- The majority of this lesson is done as a group activity; therefore, extensions and modifications are not required. However, if a student requires an extension for their butterfly journal, they could be asked to also include other aspect of the butterflies life in the picture (food, plants, etc.) Students who require modifications to the lesson could have a picture to look off of when drawing the stage.

Assessment:- Formal (Summative): The students “My Butterfly Diaries” will be occasionally brought in for

summative assessment via a checklist o Focusing on accuracy of recording observable characteristics

This assessment will continued to be monitored throughout the unit.

“My Butterfly Journal” Assessment Checklist

Outcome: Science LTK.1: Examine observable characteristics of plants, animals, and people in their local environment. [CP, SI]b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand.Outcome English: CCK.4: Create messages using a combination of pictures, symbols and letters. d) Attempt to copy letters or words from the environment (e.g., books, chart paper poems, word wall, name cards, public signs) to express ideas or understanding.

Student Name: ___________________________________________

** Note: The diaries will be taken in occasionally throughout the unit for multiple assessments of

this outcome.

Students will:

- Provide an accurate drawing of the butterflies growth, including;

Accurate colors


Correct life cycle stage

Accurate physical characteristics according to stage

- Demonstrate an effort of creating messages using letters, by:

Displaying an attempt to copy the life cycle stage from the board

Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________


Grade 1 Life Science: Annotated Bibliography

Lesson Plan Activities

1. http://nurturestore.co.uk/category/mind/the-world-around-us/gardening This resource by Kathy James provides many different activity ideas in order to create “The Garden Classroom.” Some of her ideas include: a flower and water sensory tub, a flower mandala design, petal perfume procedure, and a painting sunflowers activity. These activities would allow students to have hands-on learning take place as they have the chance to examine the physical characteristics of plants close up. Indicator: A | G | H | J

2. http://www.education.com/activity/article/Soda_Bottle_Greenhouse/This website provides the activity idea of “Make a Soda Bottle Greenhouse.” This idea is similar to growing the students plants in cups in the classroom, but uses different materials. This resource could be more beneficial to a classroom who may not have the resources for my original lesson plan, but does have access to plastic bottles. This activity would also demonstrate to the students the importance of recycling and reusing. Indicator: A | B | D | E | H

3. http://www.mnh.si.edu/education/printable_resources/10-11LessonPlanAnimalCoverings.pdf This resource provides a completed lesson plan ready for use based on the different coverings you can find on animals. This lesson has students rotate through centres with various skin coverings, such as fox fur or wolf fur. The fur doesn’t have to be real- it is only there to provide a visual sample. This would allow students to examine the similarities and differences between the physical characteristic of skin covering between a variety of animals. It would also provide the students the opportunity to sort and classify the furs according to their own criteria. Indicator: A | B | H | I

4. http://educators.brainpop.com/lesson-plan/classifying-animals-activities-for-kids/This website is a resource for educators which provides various activities that can be adapted from kindergarten to grade 3, which focus on classifying animals. The activities range from games classifying small to large animals, to trips to the zoo, to having conversations at home about different animals that can be seen in the neighbourhood. This resource provides experiential learning activities as students learn about physical characteristics of animals. Indicator: A | B | C | G | I

5. http://www.iteachkinder.com/search/label/animals This website is a link to an activity which focuses on animal characteristics and animal needs. The activity is recommended as a form of assessment at the end of the unit to combine all learned information from the unit. The activity involves students describing, analysing, and

http://www.iteachkinder.com/search/label/animals

http://www.mnh.si.edu/education/printable_resources/10-11LessonPlanAnimalCoverings.pdf

http://nurturestore.co.uk/category/mind/the-world-around-us/gardening


understand the importance of the different physical characteristics of animals. It is an activity which involves a form of visual representation the student creates, and a written assignment to go along with it. Indicator: A | F| J

6. http://www.siemensscienceday.com/activities/my_plant.cfm This website is a link to an activity which focuses on the physical characteristics of plants. In this activity students will learn about the common physical characteristics of plants, their similarities and their differences. Students will also learn how plant characteristics help the plant to function, and how plants contribute to student needs. The link requires the user to download the lesson plan, and also provides videos to go along with the lesson. Indicator: A | C | H

7. http://www.gardinermuseum.on.ca/My%20Files/Education%20section/AnimalStories-FINAL.pdf This is a link to a massive resource which was designed according to an ‘Animal Stories’ exhibit presented by the Gardnier Museum. Though this resource was designed to coordinate with the exhibit, they are great resources which can be applicable to students learning about the physical characteristics of animals in the classroom. One of the activities mentioned in the package that would work very well in my unit would be the activity, “Minds On: Animal Guessing Game.” This activity gives each student a picture of an animal to place on their back, the students then play a sort of 20 question game, to figure out which animal they have on their back. The students are required to ask questions about the physical characteristics of their animals, which gives them great practise with familiarizing themselves with the similarities and differences of physical characteristics of animals. Indicator: A | C | H

8. http://www.mysciencebox.org/traits/lesson This is a webpage which is a lesson plan focusing on human traits. The activity involves students focusing on developing words they could use to describe their physical appearance. The students then will categorize the words brainstormed, and will have a discussion on the responses and classification. The students then get to survey other students in the school, and learn about the physical characteristics in their school. This lesson plan provides great activities for students to learn about physical characteristics, and learn about the similarities and differences in their personal classroom environment. This would be a great addition to the unit as an introductory activity which would guide a discussion opening the conversation on human physical characteristics. Indicator: A | B | C | E

9. https://books.google.ca/books?id=anmcWnQnt7oC&pg=PA62&lpg=PA62&dq=finger+puppets+on+plants&source=bl&ots=u8kp30TDC_&sig=_18kdO0inYPfgmXKkntV3vXvYEE&hl=en&sa=X&ved=0ahUKEwie-pPN-KfJAhXF1R4KHXGoB0YQ6AEILjAF#v=onepage&q=finger%20puppets%20on%20plants&f=falseThis link leads to a google book which would be great for educators who are focusing on plants in the classroom. This resource includes how to incorporate learning about plants into math

http://www.mysciencebox.org/traits/lesson

http://www.gardinermuseum.on.ca/My%20Files/Education%20section/AnimalStories-FINAL.pdf

http://www.siemensscienceday.com/activities/my_plant.cfm


class, social studies class, art, music, and of course, science. The activities range from having the students create an interactive plant story in drama, counting seeds in math, and learning about plant needs in science. This resource provides great activities which could added on already made lessons, or added into the unit as new lessons altogether. Great way to incorporate the students learning of plants in science to all other subjects as well. Indicator: will range from activity to activity, and subject to subject

10. http://littlelearningwonders.blogspot.ca/2012/10/the-pumpkin-experiment.html This link is to a blog of a teacher who focused on growing on seeds in her classroom. However, what was different about this activity, was the teacher grew pumpkin seeds straight out of the pumpkin her class gutted. The teacher provides instructions on how to do the activity with your class, and provides updates of how it turned out. This is a great way to focus on plant growth, and could also be done as a theme in the fall or near Halloween. Indicator: A | B | D | E

Incorporating Technology (Interactive Activities)

11. http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html This resource is a website with an interactive game focusing on the differences between plants, mammals, insects and birds. This game may be more difficult than primarily targeted at kindergarten age; however, this would be a great activity for a student who requires an extension in a lesson. This allows the student who requires an extension to further their understanding by sorting a range of living things into the categories of birds, insects, mammals and plants. Indicator: H | I

12. http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml This resource is a link to an interactive game which focuses on growing plants. In the game, the students are required to water the plant in order for it to grow. Students learn the importance water plays in the plants growth and continued survival. The students then continue to water the plant as they can watch it grow from a seed to a full flower. There is also an option for students to do a simple test regarding the needs of a plant. This activity could be done as a class before the students have planted their seeds, to reiterate the importance of watering and caring for their plant’s needs. Indicator: A | E

13. http://www.crickweb.co.uk/ks1science.html This resource is a 3 part interactive game for students to practice grouping animals and plants. The first part focuses on sorting animals and plants, then sorting animals with legs and without legs, and finally sorting animals according to how they move. This game produces an animal or plant, and requires the student to place it in the correct column. This game would provide students with the opportunity to examine the differences and similarities between physical

http://www.crickweb.co.uk/ks1science.html

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml

http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

http://littlelearningwonders.blogspot.ca/2012/10/the-pumpkin-experiment.html


characteristics, as well as focus on the functions of these characteristics. This activity could also be done as a class activity. Indicator: A | H | I

Children’s Videos

14. https://www.youtube.com/watch?v=nqGF-EM5uuw This video is a teaching resource which takes a closer look into seeds, planting seeds, and the plant life cycle. This video is a Montessori Cultural & Science Lesson, and is very student- centred, and hands on learning. The ideas presented in this video would provide students with a better understanding of the seeds before we were to plant them in our class garden. The lesson would benefit teachers as it provides ideas for looking at the physical characteristics of seeds, instead of the plant itself. Indicator: A | C | E

15. https://www.youtube.com/watch?v=lNd6wQ3S38s This video shows the different parts of different animals, and is a video that can be shown directly to the students. The video refers to physical characteristics as parts, which could act as a bridge and beginning for developing the proper terminology. In this video, the narrator describes how physical characteristics differ from animal to animal, and how the characteristics may look different on different animals. For example, the video shows a snake’s tail and a fox’s tail, and asks students to describe how they are different. This video is beneficial as it is an interactive way for students to view and discuss the similarities and differences between the physical characteristics of animals. Indicator: A | E | H

16. https://www.youtube.com/watch?v=vyXq6uZN1Sk This video discusses the differences that can be found within two major categories of physical characteristics: hair and eyes. This video provides visual examples of how hair can have different lengths, shapes, and colors. It demonstrates to students that one physical characteristic can many different aspects within it, and the students can have similarities and differences between them. For example, demonstrating that one student can have short black hair, and one student can have long black hair. The video covers the same aspect for eyes. This video would be a good resource to show children as they are forming an understanding of the similarities and differences between themselves and their classmates. Indicator: A | B | D | E | H

Children’s Literature

17. http://www.littleparachutes.com/book.php?id=255 “Animal Boogie” by Debbie Harter is a great book for educating students on the differences of physical characteristics. This book helps celebrate diversity, as it has many characters within the

http://www.littleparachutes.com/book.php?id=255

https://www.youtube.com/watch?v=vyXq6uZN1Sk

https://www.youtube.com/watch?v=lNd6wQ3S38s

https://www.youtube.com/watch?v=nqGF-EM5uuw


book who are of various ethnic backgrounds and skin colors. This book also has characters who are wheelchair users, which is another difference in physical characteristics and abilities students could be made aware of. This book presents these differences between physical characteristics in a fun and non-aggressive way, as the students “take a trip through the jungle” with their new friends, as well as sing along with the song and CD which accompany the book. Indicator: A | E| G | H

18. http://www.uwosh.edu/coehs/cmagproject/ethnomath/legend/legend5.htm This link leads to an Ojibway legend which is called, “How the Bear Lost His Tail.” This would be a good tool to have in order to bring in an Indigenous perspective to class. This story discusses the physical characteristics of the bear, and why the Indigenous people believe the bear has a short tail. This story could lead into a discussion with students on physical characteristics of animals, and how Aboriginal stories relate to what we are learning about. This site also links to other Aboriginal stories, which includes many other tales regarding plants, humans, and animals, which could also be referred to in this unit. Indicator: A | C | F

19. http://www.amazon.ca/From-Head-Toe-Eric-Carle/dp/0064435962This is a children’s book which could be read to the students as an engaging opening to learning about the physical characteristics of humans. On each page, this book introduces a new animal and a movement skill the animal can do. The book then asks the students if they are capable of doing the same movement as the animal. This book will create discussions with the students about the similarities and differences between the physical characteristics of animals compared to humans, and how these differences can allow them to perform certain actions. Not only is this book a good introductory activity, it also allows the students to move and be engaged in the learning process. Indicator: A | C| F | G | H

20. http://www.amazon.ca/Native-American-Animal-Stories-Bruchac/dp/1555911277 This leads to a book called “Native American Animal Stories.” This book is filled with stories from a variety of Aboriginal groups in Canada about many different animals. These stories represent the Aboriginal perspective of animals, and the power and impact animals have in their culture.This book could be a great resource to provide students with the importance Aboriginal populations place on respecting animals, and how this respect could be translated into the care of the animals (butterflies) they are caring for in the classroom. Indicator: A| C| F | G

21. http://www.amazon.com/gp/product/1599901072/ref=as_li_qf_sp_asin_il_tl? ie=UTF8&camp=1789&creative=9325&creativeASIN=1599901072&linkCode=as2&tag=sleepshoulbee-20&linkId=RMQX3TMCS2P3DSTJThis link leads to a book called, “Freckleface Strawberry” by Julianne Moore. This book tells the story of a young girl who has freckles. It shares different strategies she tries in order to get rid of her freckles. The young girl then learns that she does not have to get rid of her freckles, because they are what make her different and special from her classmates. This book would be a great

http://www.amazon.com/gp/product/1599901072/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1599901072&linkCode=as2&tag=sleepshoulbee-20&linkId=RMQX3TMCS2P3DSTJ



http://www.amazon.ca/Native-American-Animal-Stories-Bruchac/dp/1555911277

http://www.uwosh.edu/coehs/cmagproject/ethnomath/legend/legend5.htm


introduction into discussing physical characteristics of humans in the classroom. It demonstrates to students that each person has different physical characteristics, and those characteristics are what makes them special. Indicator: E | G | H

Classroom Environment

22. http://www.fisdk12.net/wb/character/cc_respect.html This bulletin board is entitled, “The Colors of Us,” and is a great visual for students to understand the differences between the physical characteristics of themselves and their classmates. The bulletin board is based off of a lesson plan focusing on the book, “The Colors of Us” by Karen Katz. The lesson place is also viewable at this site, which addressed the questions students were asking regarding different skin tones. This resource is beneficial to the classroom at is presents a touchy subject in a relatable and engaging activity, and can then be displayed on the bulletin board for a daily reminder that our physical characteristics are what make the students unique. Indicator: A | C | E| H

23. https://s-media-cache-ak0.pinimg.com/originals/1f/ 58/60/1f58604939042312a25530426f33e79c.jpgThis bulletin board is a very visual way to show students the 4 stages of the butterfly life cycle. The board has the four stages represented through different crafts. These crafts could be made by the students as they learn about each stage, and then displayed as a reminder of what they learned. This bulletin board is a visual representation of the physical changes a butterfly goes to as it grows, and is a colorful addition to the classroom environment. Indicator: A | H

24. http://www.buzzfeed.com/weareteachers/33-teacher-made-bulletin-boards-for-back-to-school- h0xtThis website has plenty of great ideas for bulletin boards in the classroom, but the bulletin board specific to this unit is #22. This bulletin board states “We may all be different fish, but in this class we swim together.” The board is then decorates with many different looking fish, which appear to have been decorated by students. This would be a great bulletin board to have in the classroom while students are discussing the similarities and differences in their physical appearances in the classroom. This bulletin board would be a good reminder to students reminder that though everyone may not look alike, and though we may have similarities and difference between us, we are all an important part of the classroom. Indicator: A | E | H | J

Musical Implementation

http://www.buzzfeed.com/weareteachers/33-teacher-made-bulletin-boards-for-back-to-school-h0xt

http://www.buzzfeed.com/weareteachers/33-teacher-made-bulletin-boards-for-back-to-school-h0xt

https://s-media-cache-ak0.pinimg.com/originals/1f/58/60/1f58604939042312a25530426f33e79c.jpg

https://s-media-cache-ak0.pinimg.com/originals/1f/58/60/1f58604939042312a25530426f33e79c.jpg

http://www.fisdk12.net/wb/character/cc_respect.html


25. http://www.canteach.ca/elementary/songspoems26.html This webpage is full of songs about butterflies for elementary grade students to sing in class. The songs range from singing about caterpillars, to the butterfly stages, to the birth of a butterfly. Lyrics for all of the songs are provided, as well as familiar tunes the songs can be sung to. These songs are not only fun, engaging, and interactive for the students, but provides them with information about the butterflies as they sing. Lyrics refer to situations such as the mother butterfly laying eggs, a caterpillar spinning a cocoon, and the caterpillar waking us as a butterfly. The songs use catchy lyrics to have the students singing information about the different life stages of a butterfly. Indicator: A | H | J

26. http://www.preschooleducation.com/sflower.shtml This webpage is fill of music and songs about various plants and flowers. This webpage provides lyrics and tunes to which the songs can be sung too. The songs range from singing about dandelions, to growing a seed, and songs about daffodils. While these songs cover many different plants, they could be used to engage students in conversations about different types of flowers, and what they may look like. The songs also provide ideas for interactive puppetry or actions to go with each song. This webpage is a great, interactive way to engage students on the different flowers and plants they can learn about. Indicator: A | J

27. https://www.youtube.com/watch?v=a44NFSiIn54 This YouTube video is a song about how to plant a seed. The students can sing along as the characters sing, and words are also shown at the top of the screen. The song describes how to plant the seed, water it, and continues on to sing about the seeds growth into a plant. This song is an engaging and fun way for student to understand the planting process. Indicator: C| E | J

Teacher Resources

28. https://www.youtube.com/watch?v=7AUeM8MbaIk This video would be a teacher resource for teachers to develop their understanding on the stages of the butterfly life cycle. This video shows the complete lifecycle of the Monarch Butterfly, from an egg to the butterfly. This video provides videos and photographs of all of the progressions, as well as provides details as to what is occurring, and facts about each stage. This would be a beneficial resource for educators to watch in order to completely understand what the stages the butterflies in their class as going through, and will be able to provide students with more in-depth information. Indicator: A | E | H

29. http://www.kidsgardening.org/node/96821 This link leads to a webpage specifically made for educators who are wanting to grow seeds in their classroom. On this page, the author discusses many questions educators often have about

http://www.kidsgardening.org/node/96821

https://www.youtube.com/watch?v=7AUeM8MbaIk

https://www.youtube.com/watch?v=a44NFSiIn54

http://www.preschooleducation.com/sflower.shtml

http://www.canteach.ca/elementary/songspoems26.html


how to best go about this process. Situations such as general suggestions for indoor seed starting, troubleshooting for seedlings that die, expanding the basic “this is a seedling “ lesson and much more. This is a great resource for any educator who wants to have a classroom garden in order to monitor the growth and physical changes of plants.

30. Project Wild: Activity Guide – Canadian Wildlife Federation “Project Wild” has created an activity guide which provides educational programming based on wildlife. The book is produced for educators from early elementary school to high school, as many of the ideas target specific grades ranges, or are easily adaptable. The book has hundreds of different activities for the classroom. With each lesson including a lesson objective, background information, materials, a step-by-step lesson plan, extensions, as well as possible forms of assessment. There are many lessons which focus on plants and animals which could be adapted and incorporated into the classroom. Indicator: varies according to lesson: lessons primarily focus on: A | B | H | I | J

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