In this lesson, students visit the school grounds, local park, or a bird feeder (in winter) to develop the concept of animal characteristics. Students investigate an outdoor environment, observe animals in their habitat, and communicate their findings by creating their own Amazing Animal Card. Learning is further deepened when connected with the post-lesson.

Lesson Overview

Pre-School Assembly LessonGrades 1-3

(Pre-Lesson)

Guiding Questions: How are animals important in nature and our local community?

Key Concepts: Adaptation, needs and characteristics of animals, plant and animal interdependence and role in nature

Chart paper for gathering students’ observationsField guides: Birds in Canada, Backyard Birds by Robert Bateman, Insects (Bugs Ontario, Alberta, British Columbia by John Acorn, Ian Sheldon) (see below for online resources or check your school library for books to take outside)Amazing Animal Card Sheet (1 per student) Page 8 and Student Observation sheet (optional) on Page 9Clipboards, camera, and/or binoculars (optional)Bird feeder (optional)

What You’ll Need

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Technology Connections: Interactive online identification guides, camera, binoculars

Common Birds: (west) http://www.vancouverbirdweek.ca/common-garden-birds/ (east) http://cwf-fcf.org/en/resources/encyclopedias/fauna/birds/ http://naturecanada.ca/what-we-do/naturehood/bird-e-book-series/

Canadian Insects: http://cwf-fcf.org/en/resources/encyclopedias/fauna/insects/

Resources: Online species identification lists

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45-55 minutes or 1-2 periods. This lesson can be extended to multiple days for observation (optional).

Time

Page 2Pre-School Assembly Lesson (Grades 1-3): Inspector Fauna

Teacher Background Information

Key Concept: Adaptation

Adaptation is the process by which organisms develop traits that help them survive in their environments1. Because these traits make the organism more successful, they are passed down from generation to generation until they become a common characteristic of the species as a whole. Animals have developed adaptive traits that help increase their chances of securing food, finding shelter, and passing on their genes.

Adaptations come in many forms: they may be structural, with physiological traits developing in the organism, or they may be behavioral, in which an organism develops a behavior that increases its survival and reproductive success. Most adaptations are the result of a random genetic mutation that occurs in response to a change in an organism’s environment, and if this mutation by chance improves the success of that organism it will continue to be passed down into future generations2.

Many animals found in our schoolyards have developed special behaviours and physical traits to help them survive. Squirrels have brown, grey or black fur that help them blend into their environment. They also have strong back legs and a big tail that help them jump from branch to branch and balance to avoid predators. The House Sparrow has a thick beak designed to crack seeds and catch insects. They are also very social birds and will work together to drive predators away from nesting areas during the breeding season. In the spring and summer, monarch butterflies visit Canadian soils after having migrated from Mexico where they overwinter. By locating to a milder climate, the butterflies have secured a better chance of survival. As well, their bright red colour warns predators they are poisonous.

Page 3Pre-School Assembly Lesson (Grades 1-3): Inspector Fauna

Habitat loss is a big problem, but your students can do their part to help by creating new wildlife habitat – right in your schoolyard! By planting a habitat garden with species native to your area, your students can create new spaces that a number of different animalscan call home, from birds to bugs to bees and beyond

Canadian Curriculum-linksInspector Fauna and Amazing Animal Cards connect to a wide variety of subjects across Grades 1-3, please see Pages 18-20 for specific expectations and overall outcomes by province.

Adaptation References: 1) Dobzhansky, Theodosius (1968). "On Some Fundamental Concepts of Darwinian Biology". In Dobzhansky, Theodosius; Hecht, Max K.; Steere, William C. Evolutionary Biology 2. New York: Appleton-Century-Crofts 2) http://education.nationalgeographic.org/encyclopedia/adaptation/http://climate.nasa.gov/effects/

Step-by-Step Instructions

Brainstorm: Invite students to brainstorm animals and insects they might see in the local environment. Prompts: What animals have you seen in your backyard at home? (Squirrel, bird, raccoon, mouse, rat, ant, caterpillar, butterfly). Older students can categorize animals into groups (ex: American Robin and Blue Jay as birds).Prep for outdoors: As a class, establish some rules to use outdoors. Recommendations: stay together; stay inside the boundaries; work together; leave no trace (no collecting items, no harming nature, leave only footsteps); ask an adult if unsure; no touching sharp objects or seeds/nuts; dress for the weather; buddy up; bring water; wear hats and sunscreen if needed; bring epi-pen. Tip: Write your class outdoor rules somewhere visible and establish clear boundaries before heading outdoors.

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Getting Started - Minds On (hook)

Animal investigation: After reviewing the rules for outdoor time, and the animals they might see - take students outdoors. Tell students that they are going to be investigating animal behaviours. Invite them to observe an animal and try to uncover where the animal lives, what they eat, what their role might be and how their behaviour or physical characteristics helps them survive (review the list of animals they might see with younger grades). Observation: In pairs, have students select an area of the school grounds to observe. Invite them to sit quietly and observe for 5-10 minutes. Ask students to remember or write down what they observe. · Alternative to going outdoors: If going outdoors is not possible, consider asking students to make observations at home or on their walk to and from school. Students can also observe from a window. If possible, install a bird feeder (in winter). ·Multiple observation opportunities: If possible, have students return to their chosen spot to make observations multiple times. Older students can select different animals to observe and categorize them by similarities and differences. · Technology extension: If available, bring cameras and/or binoculars outdoors. Invite students to take pictures of what they observe and investigate further using binoculars. The pictures taken can later be used as a photo journal of the students’ experience. ·Optional clipboard and observation chart: If available, use clipboards and the Student Observation chart (Page 9) for students to take notes. Reflect and investigate: After the observation time, gather students in a quiet spot outdoors and discuss what they observed. Use the field guides or online resources to identify unknown animals or insects.Common species you might see: House sparrow, Black-capped chickadee, European Starling, Steller’s Jay (west), Blue Jay (central and eastern), Gray or Black squirrel, Red squirrel, Raccoon, Chipmunk.

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Stepping into Nature – Action!

Page 4Pre-School Assembly Lesson (Grades 1-3): Inspector Fauna

House sparrow Red squirrel Raccoon

Consolidate: Collect students’ observations in a class anchor chart. See example below. For older students, either conduct a discussion as a class or invite students to use the Student Observation sheet individually or in pairs. Please see Page 9 for a printable sheet.

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Back in the Classroom – Consolidate/Connect

Reflection questions: What did we see? Where do the animals that we observed live? What animal did we not see? Why not (not the right habitat or food source)? Why did some students see more animals/insects than others? (more habitat features, more food, less disturbance) What is the role of each species? Why are these species important? (help spread seeds, help control insect population, etc.) How did it feel to sit quietly and observe these species?Animal card activity: Hand out one Amazing Animal Card Sheet, found on Page 8, per student and invite them to select a local animal or insect to draw. Leave the “People can take this action to help me” field blank. Share that students will be able to fill in the second card and the “People can take this action to help me” field after the Earth Rangers School Assembly. a. Online research: If time permits, invite students to conduct further research on their local animal through online research.Connecting to Earth Rangers School Assembly: Share with students that the School Assembly will build on the investigations they have conducted in their local environment. At the assembly, students will meet and learn about a variety of species from Canada and around the world. Invite students to pay special attention to one animal to complete their second animal card.

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Animal observed Where does it live? What does it eat? What adaptation (behavioral or physical) helps it survive?

What’s its role in nature?

American Robin

Squirrel

School ground, trees for nest

Worms, insects Strong beak to pull worms; Can fly to avoid predators

Keeps bug and worm population in balance

School ground, trees for nest

Nuts, seeds Jumps from tree to tree to avoid predators; Teeth can crack open seeds; Big tail for balance

Spreads seeds by burying them in the ground

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Read-Aloud book suggestions (Language): Have You Seen Birds? by Joanne Oppenheim, Barbara Reid; In My Backyard by Margriet Ruurs, Ron Broda; Up in the Garden and Down in the Dirt by Kate Messner, Christopher Silas Neal; Backyard Birds: An Introduction By Robert Bateman and Ian Coutts;Mapping Nearby Nature (Language, The Arts, Social Studies): Have students draw a map of the school grounds and the species they observed.Backyard Bird Count: Invite students to participate in a Backyard Bird Count in your area.DYK Posters (Did You Know) (The Arts): Have students draw awareness posters sharing the animals they observed and why they are important to the local environment.Plant Native Plants (Science and Technology): Increase the biodiversity by planting native species in an area of the school ground and have students monitor the species diversity changes over time (ex., butterfly garden).

Take it to the Next Level

Page 5Pre-School Assembly Lesson (Grades 1-3): Inspector Fauna

Name: ____________________ My Amazing Animal: ________________________

Draw a picture of your animal Where I live:

What I eat:

My special adaptation is:

People can take this action to help me!

Name: ____________________ My Amazing Animal: ________________________

Draw a picture of your animal Where I live:

What I eat:

My special adaptation is:

People can take this action to help me!

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Ex: American Robin

Animal observed Where does it live? What does it eat?What adaptation (behavioural or physical) helps it survive?

What’s its role in nature?

Additional notes:

School ground, trees for nest

Worms, insectsStrong beak to pull worms; Can fly to avoid predators

Keeps bug and worm population in balance

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I pledge to...

I pledge to...

I pledge to...

I pledge to...

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Canadian Curriculum Connections

Specific Curriculum Connections by Province (from Western to Eastern Canada)

Inspector Fauna and Amazing Animal Cards Lessons connect to the curriculum across Canadian provinces in a number of ways. The lessons have strong connections to the Science and Social Studies curriculum. In addition, students will strengthen their English Language Arts and Arts Education skills by creating original works of art with clear messages.

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Science: Living things have features and behaviours that help them survive in their environment.Social Studies: Local Communities: Healthy communities recognize and respect the diversity of individuals and care for the local environment.English Language Arts: Curiosity and wonder lead us to new discoveries about ourselves and the world around us.Arts Education: Dance, drama, music, and visual arts express meaning in unique waysPhysical and Health Education: Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.

BritishColumbia

Gr.1

Gr.2

Science: Living things have life cycles adapted to their environment.Social Studies: Regional and Global Communities: Local actions have global consequences, and global actions have local consequences. Individuals have rights and responsibilities as global citizens.English Language Arts: Curiosity and wonder lead us to new discoveries about ourselves and the world around us.Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.Physical and Health Education: Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.

Gr.3

Science: Living things are diverse, can be grouped, and interact in their ecosystems.Social Studies: Using language in creative and playful ways helps us understand how language works; Curiosity and wonder lead us to new discoveries about ourselves and the world around us. English Language Arts: Curiosity and wonder lead us to new discoveries about ourselves and the world around us.Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating. Physical and Health Education: Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.

Alberta Science: Topic E: Needs of Animals and Plants (1-11; 4)Social Studies: Citizenship: Belonging and Connecting: 1.1 My World: Home, School, and Community (1.1.4, 1.S.1)English Language Arts: 3. Manage ideas and information (3.1, 3.3, 3.4); 4. Enhance the clarity and artistry of communication (4.3) Arts/Music/Drama: Art: Depiction - Component 4: Main Forms and Proportion; Expression - Component 10 (i, ii) Purpose 1, Subject MatterPhysical Education: General Outcome A: Activity; General Outcome C: Cooperation

Gr.1

Gr.2

Science: Topic E: Small Crawling and Flying Animals (2-10; 3)Social Studies: 3. Manage ideas and information (3.1, 3.3, 3.4); 4. Enhance the clarity and artistry of communication (4.3)English Language Arts: 3. Manage ideas and information (3.1, 3.3, 3.4); 4. Enhance the clarity and artistry of communication (4.3) Arts/Music/Drama: Art: Depiction - Component 4: Main Forms and Proportion; Expression - Component 10 (i, ii) Purpose 1, Subject MatterPhysical Education: General Outcome A: Activity; General Outcome C: Cooperation

Science: Topic E: Animal Life Cycles (3-10, 3-11)Social Studies: Connecting with the World: 3.2 Global Citizenship (3.2.1, 3.2.2, 3.S.1)English Language Arts: 3. Manage ideas and information (3.1, 3.3, 3.4); 4. Enhance the clarity and artistry of communication (4.3)Arts/Music/Drama: Art: Depiction - Component 4: Main Forms and Proportion; Expression - Component 10 (i, ii) Purpose 1, Subject MatterPhysical Education: General Outcome A: Activity; General Outcome C: Cooperation

Alberta Gr.3

Saskat-chewan

Science: Life Science – Needs and Characteristics of Living Things (LT1.1, 1.2) Social Studies: Dynamic Relationships (DR.1.3; f)English Language Arts: Comprehend and Respond (CR1.3); Compose and Create (CC1.4)Arts Education: Visual Arts (CP1.8)Physical Education: Active Living (1.2)

Gr.1

Gr.2

Science: Life Science: Animal Growth and Changes (AN2.2, 2.3) Social Studies: Dynamic Relationships (DR 2.2, b); Resources and Wealth (RW 2.2, 2.3)English Language Arts: Comprehend and Respond (CR2.3); Compose and Create (CC2.1)Arts Education: Visual Arts (CP2.7)Physical Education: Active Living (2.2)

Gr.3

Science: Life Science: Plant Growth and Changes (PL3.2)Social Studies: Dynamic Relationships (DR.3.2; c)English Language Arts: Comprehend and Respond (CR3.3); Compose and Create (CC3.1)Arts Education: Visual Arts (CP3.7)Physical Education: Active Living (3.1)

Manitoba Science: Cluster 1: Characteristics and Needs of Living Things (1-1-03, 1-1-10, 1-1-14)Social Studies: Cluster 2: My Environment (1-VL-007, 1-KL-012)English Language Arts: General outcomes 3. Manage ideas and information (3.1, 3.3, 3.4); General Outcomes 4. Enhance the clarity and artistry of communication (4.3)Arts Education: Visual Arts: Creative Expression in Art (A-C1), (A-C2), (A-C3)Physical Education/Health Education: 5. Healthy Lifestyle Practices - Strand B: Active Living (K.5.1B.2)

Gr.1

Page 19

Science: Cluster 1: Growth and Changes in Animals (2-1-12, 2-1-17)Social Studies: Cluster 1: Our Local Community (2-KL-017); Cluster 2: Communities in Canada (2-KL-022)English Language Arts: General outcomes 3. Manage ideas and information (3.1, 3.3, 3.4); General Outcomes 4. Enhance the clarity and artistry of communication (4.3)Arts Education: Visual Arts: Creative Expression in Art (A-C1), (A-C2), (A-C3)Physical Education/Health Education: 5. Healthy Lifestyle Practices - Strand B: Active Living (K.5.2B.2)

Gr.2

Science: Cluster 1: Growth and Changes in Plants (3-1-13)Social Studies: Active Democratic Citizenship (3-S-100); Critical and Creative Thinking (3-S-302); Cluster 3: Communities of the World (3-VL-005)English Language Arts: General outcomes 3. Manage ideas and information (3.1, 3.3, 3.4); General Outcomes 4. Enhance the clarity and artistry of communication (4.3)Arts Education: Visual Arts: Creative Expression in Art (A-C1), (A-C2), (A-C3)Physical Education/Health Education: 5. Healthy Lifestyle Practices - Strand B: Active Living (K.5.3B.2)

Gr.3

Ontario Science and Technology: Understanding Life Systems: Needs and Characteristics of Living Things (1.1, 3.4); Social Studies: People and Environment: The local community (B2.1)Language Arts: Oral communication, WritingThe Arts: Environmental education and the Arts (visual arts)Health and Physical Education: Active Living (A1)

Gr.1

Gr.2

Gr.3

*Atlantic Canada includes New Brunswick, Nova Scotia, Prince Edward Island, Newfoundland

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AtlanticCanada*

Science: Life Science: Characteristics and Needs of Living Things (LS-1, LS-2)Social Studies: Interactions - Unit Two: Environments (1.2.1, 1.2.3)Language Arts: Writing and Other Ways of Representing (create texts for different audiences)Arts: Visual Arts: Strand Two: Creating and Presenting (CP1.3)Physical Education: Goals: Active Living, Skillful Movement, Relationships (Active Living)

Gr.1

Science: Life Science: Animal Growth and Changes (102-7) Social Studies: Change - Unit Four: Environment (2.4.3)Language Arts: Writing and Other Ways of Representing (create texts for different audiences)Arts: Visual Arts: Strand Two: Creating and Presenting (CP2.3)Physical Education: Goals: Active Living, Skillful Movement, Relationships (Active Living)

Gr.2

Science: Life Science: Plant Growth and Changes (102-12)Social Studies: Unit Three: Citizenship (3.3.2)Language Arts: Writing and Other Ways of Representing (create texts for different audiences)Arts: Visual Arts: Strand Two: Creating and Presenting (CP3.3)Physical Education: Goals: Active Living, Skillful Movement, Relationships (Active Living)

Gr.3

Science and Technology: Understanding Life Systems: Growth and Changes in Animals (1.2)Social Studies: People and Environment: Global communities (B1.3)Language Arts: Oral communication, WritingThe Arts: Environmental education and the Arts (visual arts)Health and Physical Education: Active Living (A1)

Science and Technology: Understanding Life Systems: Growth and Changes in Plants (3.6, 3.8)Language Arts: Oral communication, WritingThe Arts: Environmental education and the Arts (visual arts)Health and Physical Education: Active Living (A1)