Grades1 3AnimalLessonsFirst2Online copy€¦ · My Backyard by Margriet Ruurs, Ron Broda; Up in the Garden and Down in the Dirt by Kate Messner, Christopher Silas Neal; Backyard Birds:

About Earth RangersEarth Rangers is the kids’ conservation organization, committed to instilling environmental knowledge, positivity, and the confidence to take action in every child in Canada. We do this through a variety of free programming that children can participate in at school, at home, and in their communities. All of these programs are educational and engaging- but more importantly they show children that it’s not too late to help the planet, and the things we do today will matter tomorrow.

Table of ContentsIntroduction………………………………………………………........................................................................................……….….. Page 1

Inspector Fauna (Pre-lesson)……………………………......…….............................................................................…….….. Page 2

Amazing Animal Cards (Post-lesson)…………………………...….…............................................................................... Page 6

* click on the lesson titles above to jump to the correct page.

Page 1

Conduct the Pre-School Assembly Lesson and Discussion: The lesson is 1 period, up to 1 week in length, and introduces key concepts and guiding questions to prepare students for the School Assembly. The discussion is 10-25 minutes, focused on Canada’s Indigenous communities in the North.

Attend the interactive Earth Rangers School Assembly

Conduct one or both of the Post-School Assembly Lessons: Each lesson is 1-2 periods in length with optional extensions, and solidifies student understanding of concepts presented in the School Assembly.

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How to Use This Resource

IntroductionWelcome to the Earth Rangers School Assembly Lessons for Grades 1-3. The lessons will help students understand key concepts and consolidate learning objectives that are presented during the Earth Rangers School Assembly. There are 3 lessons and one discussion available for Grades 1-3.

The lessons are designed to be inquiry-based, hands-on, and fun. Feel free to combine the lessons with other materials and reduce resources by using smartboards, projectors, and electronic tablets (if available).

Save Paper! For handouts, we encourage using paper that has been previously used on one side.

(Grades 1-3)

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

http://www.vancouverbirdweek.ca/common-garden-birds/http://cwf-fcf.org/en/resources/encyclopedias/fauna/birds/http://naturecanada.ca/what-we-do/naturehood/bird-e-book-series/http://cwf-fcf.org/en/resources/encyclopedias/fauna/insects/

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.


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/

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!


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


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


Post-School Assembly Lesson (Grades 1-3): Amazing Animal Cards

In this lesson, students consolidate learning from the School Assembly by creating their own Amazing Animal Card featuring the animal’s adaptation, habitat, and actions to protect it. The created cards can be shared to increase awareness at home or at school.

Lesson Overview

Post-School Assembly LessonGrades 1-3

(Post-Lesson)

Guiding Questions: How are animals important in nature? How are animals impacted by human activities and climate change?

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

Amazing Animal Card Sheet, see Page 8 for a printable sheet. If your class conducted the Pre-School Assembly Lesson, have students complete the 2nd card on the same sheet. If your class did not complete the Pre-School Assembly Lesson, cut the Amazing Animal Card Sheet in half giving each student one card.

What You’ll Need

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Technology Connections: Students can conduct online research to further understand their animal and draw/design their animal card.

40-50 minutes or 1-2 period to debrief the School Assembly and create Animal Cards.

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Reflect: As a class, generate a list of the animals presented during the assembly. Consider the following reflection questions: What is the animal’s habitat? What do they eat? What natural behavior or special adaptation does this animal have to help them survive? Why is this animal important? How is this animal impacted by climate change? What can we do to help? · Can’t remember which animals you saw? Please see Pages 11-17 for an Animal Guide of the animals presented at the School Assembly.Consolidate: Create a chart on a Smartboard or chalkboard listing the animals from the School Assembly and their main characteristics. Older students can use the chart to compare animals and categorize them. See chart example on the next page.

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Getting Started - Minds On (hook): School Assembly Reflection

Animal Where does it live? What does it eat? What is its natural behaviour or adaptation that helps it survive?

How does climate change impact the animal?

Wolverine Large forests in Canada

Other animals and berries (omnivore)

Powerful claws help it catch prey

Water pools in its den forcing the wolverines to move.

How can I help?

Walking to school to decrease greenhouse gases (GHGs) caused by cars/driving

Animal Card Activity: Invite each student to select an animal they learned about during the School Assembly and create a card. Sharing the Learning: Bring awareness to your school by making a display of the Animal Cards created by students. Coordinate with other classrooms to create a school-wide display or have the cards available at Parent Night. Alternatively, send students home with their animal cards to bring awareness home. Extensions for home: Invite students to think of actions they could do at home that would help the animal on their card. As a follow up activity, discuss what students did at home and create a list.Assessment: Use the final animal cards as an assessment piece towards student overall understanding.

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Amazing Animal Card Activity – Action! and Consolidate/Connect

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Research (Language): Invite students to conduct further research into their selected animal. Invite them to consider additional special adaptations, human impacts on their habitat, how students can help this animal, what status this animal has in Canada (threatened, endangered, common). Pledge Activity (Language, The Arts): Invite students to think about how they can help animals in nature (through conservation, stewardship, reducing); Create a pledge sheet in the shape of a leaf and have students complete the sentence “I pledge to ________ “; Place the leaves in a tree mural demonstrating how collective action can have a large impact; Track student participation for a week and celebrate success! See Page 10 for leaf cutouts.Pre-School Assembly Lesson (Science, Social Studies, Language, The Arts): Consider conducting the pre-assembly if you haven’t already conducted it and invite students to get to know animal species in their local environment.

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Post-School Assembly Lesson (Grades 1-3): Amazing Animal Cards

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:


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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Where I live? I am native to South America, specifically from Argentina and Uruguay1.

What do I eat? My diet includes rodents, birds, other reptiles, amphibians, large insects, seeds, some fruits and vegetation2.

My special adaptation is… I am an ectotherm, which means I rely on the climate in my environment to warm up and cool down. My eggs also rely on the sun for warmth with the temperature determining whether they will hatch as males or females.The advantage of being an ectotherm is that I have the ability to choose when I want to slow my body down and conserve energy. Conserving energy means I need less food to survive on than other warm blooded animals like birds and mammals.

Climate change affects me by… With climate change rapidly warming up the Earth, my eggs are being affected by hotter temperatures. Usually, the eggs laid in the bottom of my nest will stay cooler and will hatch as males, but because they are getting warmer, most of my eggs will hatch as females. Fewer male tegus in the wild mean less babies born in the future, which could dramatically decrease our species’ population.

Where I live? I live on every continent except Antarctica3. My habitat preferences are diverse, ranging from shorelines, valleys, marshes, grasslands, and tundra. I prefer to make my nests on cliff edges, but I’m becoming more accustomed to cities and urban areas4.

What do I eat? I mostly feed on other birds, but will occasionally feed on small mammals such as bats, mice, and voles.

My special adaptation is… I am the fastest bird in the world. When cruising, I can easily fly at 40-50 km/hr. When I dive, I am three times as fast as a car on the highway at speeds close to 320 km/hr!

Climate change affects me by… Climate change is warming Arctic temperatures causing heavy rainfall, which is flooding nests and increasing the risks of survival for my chicks5.

Peregrine Falcon

Where I live? I live in the deserts of the Southern United States and South America.

What do I eat? My diet consists of mammals like mice and rabbits, reptiles like lizards and snakes and other birds like quail.

My special adaptation is… Known as wolves of the sky, I hunt in family packs called "Casts". This allows my family to be more successful and catch larger prey like hare that would be very difficult to do on our own.

Climate change affects me by… Climate change is projected to cause more droughts leaving less water for desert animals. Severe droughts require me to travel much further to find sources of water6.

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Red Tegu

Harris Hawk

1) “Red Tegu,” Reptiles Magazine, accessed August 14, 2018. http://www.reptilesmagazine.com/Lizard-Species/Red-Tegu/ 2) Ibid.3) “Peregrine Falcon,” Defenders of Wildlife, accessed August 14, 2018. https://defenders.org/peregrine-falcon/basic-facts 4) “Peregrine Falcon,” Biokids: Kids’ Inquiry of Diverse Species, accessed August 14, 2018. http://www.biokids.umich.edu/critters/Falco_peregrinus/ 5) Alexandre Anctil, Alastair Franke, and Joël Bêty, “Heavy Rainfall Increases Nestling Mortality of an Arctic Top Predator: experimental evidence and long-term trend in peregrine falcons,” Oecologia 174 no. 3 (2014): 1033. https://doi.org/10.1007/s00442-013-2800-y

http://www.reptilesmagazine.com/Lizard-Species/Red-Tegu/https://defenders.org/peregrine-falcon/basic-factshttp://www.biokids.umich.edu/critters/Falco_peregrinus/https://doi.org/10.1007/s00442-013-2800-y

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6) “Drought and Climate Change,” Centre for Climate and Energy Solutions, accessed August 14, 2018. https://www.c2es.org/content/drought-and-climate-change/ 7) “Effects of Climate Change on Small Animal Populations,” Havahart, accessed August 14, 2018. http://www.havahart.com/articles/effects-climate-change-small-animal-populations 8) “Caiman Lizard Care Sheet,” Reptiles Magazine, accessed August 14, 2018. http://www.reptilesmagazine.com/Care-Sheets/Caiman-Lizard-Care-Sheet/ 9) “Caiman Lizard,” Smithsonian’s National Zoo & Conservation Biology Institute, accessed August 14, 2018. https://nationalzoo.si.edu/animals/caiman-lizard 10) “Climate Change in the Amazon,” World Wildlife Fund, accessed August 14, 2018. http://wwf.panda.org/knowledge_hub/where_we_work/amazon/amazon_threats/climate_change_amazon/

Where I live? I am adaptable to different areas, and can live in habitats ranging from forests and grasslands to cities.

What do I eat? I’m an omnivore, so I eat both meat and plants like berries, mice, seeds, eggs and insects.

My special adaptation is… My ability to spray oncoming predators. I am extremely accurate, and usually aim my spray towards predators’ eyes in order to escape safely. I can successfully hit targets up to 10 feet away.

Climate change affects me by… Climate change is causing our planet to continuously get warmer. Warmer temperatures allow me to move further north into new territories. This is good for me, but makes it more difficult for animals already living there that now have to compete with me for things like food and shelter7.

Where I live? I can be found within the swamplands and rainforests of South America8.

What do I eat? My diet includes snails, fish, crayfish, clams, and other small freshwater animals9.


Climate change affects me by… With climate change rapidly warming up the Earth, my eggs are being affected by hotter temperatures. Usually, the eggs laid in the bottom of my nest will stay cooler and will hatch as males, but because they are getting warmer, most of my eggs will hatch as females. Fewer male Caiman lizards in the wild mean less babies born in the future, which could dramatically decrease our population.

Caiman Lizard

Where I live? I can be found in South America. I spend most of my time high in the treetops of the rainforest, so I am called an arboreal species.

What do I eat? I am a herbivore, and love to eat delicious leaves and tree bark! My special adaptation is… I have a prehensile tail which is strong enough to hold my entire weight. Wrapping it around a tree branch while I'm high in the forest canopy helps to prevent me from falling if I slip. I also have 30,000 sharp quills that act as a layer of defense if a predator attacks.

Climate change affects me by… Climate change is projected to result in warmer and drier temperatures with more extreme weather. Forest fires and droughts could threaten my home in the rainforest10.

Striped Skunk

Porcupine

https://www.c2es.org/content/drought-and-climate-change/http://www.havahart.com/articles/effects-climate-change-small-animal-populationshttp://www.reptilesmagazine.com/Care-Sheets/Caiman-Lizard-Care-Sheet/https://nationalzoo.si.edu/animals/caiman-lizardhttp://wwf.panda.org/knowledge_hub/where_we_work/amazon/amazon_threats/climate_change_amazon/

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1311) “Crimson-Rumped Toucanet,” Dallas World Aquarium, accessed August 14, 2018. https://www.dwazoo.com/animal/crimson-rumped-toucanet/ 12) “Climate Change in the Amazon.” 13) “Savannah Monitor,” Cincinnati Zoo, accessed August 14, 2018. http://cincinnatizoo.org/wp-content/uploads/2013/05/Savannah-Monitor.pdf 14) Ibid. 15) Doug Inkley, Tara Losoff, and Lauren Anderson. Big Climate Challenges Facing Small Mammals. National Wildlife Federation. Accessed August 14, 2018. https://www.nwf.org/~/media/PDFs/Global-Warming/Reports/2016%20Climate%20Reports/Small_Mammals_Face_Big_Climate_Challenges_FINAL.ashx

Where I live? I live in the humid rainforests of South America.

What do I eat? My diet includes fruits, insects, and small animals such as lizards11.

My special adaptation is… My camoflauge. Because I am not a great flyer, I spend most of my time high in the tops of trees hopping from branch to branch in search of food. When a predator comes around, rather than fly away, I freeze. My green feathers allow me to blend in with the leaves and escape from being seen.

Climate change affects me by… Climate change is projected to result in warmer and drier temperatures with more extreme weather. Forest fires and droughts could threaten my home in the rainforest12.

Where I live? I am native to the grasslands of central Africa13.

What do I eat? I mainly eat insects, birds, eggs, rodents, snails, and smaller reptiles14.


Climate change affects me by… With climate change rapidly warming up the Earth, my eggs are being affected by hotter temperatures. Usually, the eggs laid in the bottom of my nest will stay cooler and will hatch as males, but because they are getting warmer, most of my eggs will hatch as females. Fewer male Savannah monitors in the wild mean less babies born in the future, which could dramatically decrease our species’ population.

Savannah Monitor

Where I live? I make my home in the mature pine forests of North America.

What do I eat? I am an omnivore, so I eat a wide variety of foods like berries, nuts, seeds, mice, eggs, and insects. One of my favourite foods to eat are squirrels.

My special adaptation is… My sharp claws. They help me to dig into old dead logs to find the bugs that are living inside the wood. They also let me climb both up and down a tree trunk head first, and run across branches without losing my balance. I also have a body shaped like a long, flexible tube which allows me to squeeze into small spaces to hide, find shelter, or hunt for food.

Climate change affects me by… reducing the amount of deep snow in my forest home. Because I have the ability to both run on, and tunnel in deep snow quickly, it gives me a real advantage over other predators in winter when food is scarce. The loss of this snow is making it harder for me to survive15.

Crimson Toucanet

Pine Marten

https://www.dwazoo.com/animal/crimson-rumped-toucanet/http://cincinnatizoo.org/wp-content/uploads/2013/05/Savannah-Monitor.pdfhttps://www.nwf.org/~/media/PDFs/Global-Warming/Reports/2016%20Climate%20Reports/Small_Mammals_Face_Big_Climate_Challenges_FINAL.ashx

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1416) “Hawk Species at Hawk Mountain,” Hawk Mountain, accessed August 14, 2018. http://www.hawkmountain.org/raptorpedia/hawks-at-hawk-mountain/hawk-species-at-hawk-mountain/american-kestrel/page.aspx?id=498&gclid=EAIaIQobChMInL2Ws8at3AIVArnACh1brQNPEAAYASAAEgL1ovD_Bw 17) “Painted Turtle,” Canadian Wildlife Federation, accessed August 14, 2018. http://cwf-fcf.org/en/resources/encyclopedias/fauna/amphibians-and-reptiles/turtles/painted-turtle.html 18) Ibid.

Where I live? I live in diverse habitats ranging from forests and mountains to cities, but I prefer open areas such as fields where I can easily spot my prey.

What do I eat? I am a carnivore, and mainly hunt for small mammals like rabbits, squirrels and rats. However, I will also hunt for other birds and small reptiles like snakes.

My special adaptation is… I have incredible vision. In fact, scientists estimate that it is 6 times better than a human’s! To give you an idea of what it is like, when you look at a tree in the distance and can only make out its silhouette, I can see every individual branch and leaf and any animals like squirrels hiding

Climate change affects me by… My species is adaptable, and warmer weather caused by climate change makes it easier to survive in the wintertime. However, because we are adjusting to remain in colder areas during winter, we are posing threats to other year-round residents by competing for their food and shelter.

Where I live? I can be found throughout the Western Hemisphere: from Alaska to Canada, and all the way down to the most southern tip of South America16.

What do I eat? I mainly eat insects, small rodents and songbirds. At times I will also eat small snakes, frogs, or lizards.

My special adaptation is… My body is designed with narrow wings to cut through the wind and maneuver at extreme speeds. I have a cone-shaped tubercle in my nose that controls the airflow to my lungs when I dive at speeds of over 105km/hr!

Climate change affects me by… Climate change causes more and more storms each year. When migrating for the winter to a warmer place, it takes strength and stamina to complete such a long trip. These storms can cause extreme changes in wind and weather, which makes it very difficult to complete my journey.

American Kestrel

Where I live? I live in freshwater areas like ponds, lakes, rivers, and marshes17.

What do I eat? I am an omnivore, so I love to eat fish, insects, frogs, snails, tadpoles, dead animals, aquatic plants, and other vegetation18.

My special adaptation is… I am an ectotherm, which means I rely on the climate in my environment to warm up and cool down. My eggs also rely on the sun for warmth, with the temperature determining whether they will hatch as males or females. The advantage of being an ectotherm is that I have the ability to choose when I want to slow my body down and conserve

Climate change affects me by… With climate change rapidly warming up the Earth, my eggs are being affected by hotter temperatures. Usually, the eggs laid in the bottom of my nest will stay cooler and will hatch as males, but because they are getting warmer, most of my eggs will hatch as females. Fewer male turtles in the wild mean less babies born in the future, which could dramatically decrease our species’ population.

Red-Tailed Hawk

Eastern Painted Turtle

in the tree as well. This allows me to search for food over wide areas when I'm flying high in the sky.

energy. Conserving energy means I need less food to survive on than other warm blooded animals like birds and mammals.

http://www.hawkmountain.org/raptorpedia/hawks-at-hawk-mountain/hawk-species-at-hawk-mountain/american-kestrel/page.aspx?id=498&gclid=EAIaIQobChMInL2Ws8at3AIVArnACh1brQNPEAAYASAAEgL1ovD_Bwhttp://cwf-fcf.org/en/resources/encyclopedias/fauna/amphibians-and-reptiles/turtles/painted-turtle.html

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1519) “Bald Eagle,” The Cornell Lab of Ornithology: All About Birds, accessed August 14, 2018. http://cwf-fcf.org/en/resources/encyclopedias/fauna/amphibians-and-reptiles/turtles/painted-turtle.html 22) “Pituophis Melanoleucus,” The IUCN Red List for Threatened Species, accessed August 14, 2018. http://www.iucnredlist.org/details/63873/0 23) “Northern Pine Snake,” Smithsonian’s National Zoo & Conservation Biology Institute, accessed August 14, 2018.

Where I live? I can be found throughout North America with most of my population living in the Northwestern United States, Alaska, and Canada. I prefer to live in forests near large bodies of water where I won’t be disturbed by humans.

What do I eat? My diet consists mainly of fish, but I also eat mammals like rabbits and muskrats, reptiles like lizards and snakes, or even animals that are already dead. I will occasionally fight other birds of prey to drop their catch or chase away mammals like otters and coyotes to steal their meals19.

My special adaptation is… the skin on my feet is rough like sand paper which, helps me to hold onto one of my favourite foods ..... slippery, slimy fish!

Climate change affects me by… Causing changes in weather patterns. Droughts can dryup or shrink bodies of water that I depend on for food and habitat, and high winds can damage my nests and endanger my chicks.

Where I live? I live in many habitats including mountains, forests and grasslands

What do I eat? I am an omnivore, and eat a wide variety of foods like berries, nuts, frogs, mice, eggs, and insects.

My special adaptation is… my hunting skills. I have a sensitive nose that allows me to pick up the scent of food well before I can see it and superb ears so I can hear rodents scurrying through their tunnels. I can dig, pounce, and jump high in the air to catch a bird mid-flight.

Climate change affects me by… Because our climate is warming, red foxes are moving further north to the Arctic. Unfortunately, we are beginning to threaten other species by invading areas traditionally dominated by others. We have placed our cousin, the arctic fox, at risk as we now compete for their food, land, and safe shelter for our pups.

Fox

Where I live? I live in sandy, wooded areas filled with pine trees22.

What do I eat? I eat small rodents such as mice and moles, birds, eggs, and small lizards23.

My special adaptation is… I am an ectotherm, which means I rely on the climate in my environment to warm up and cool down. The advantage of being an ectotherm is that I have the ability to choose when I want to slow my body down and conserve energy. Conserving energy means I need less food to survive on than other warm blooded animals like birds and mammals.

Climate change affects me by… Climate change is causing more fluctuations in weather and extreme temperatures. I rely on my external environment to regulate my body’s temperature, and rapid changes of hot or cold can make it very difficult for me.

Bald Eagle

Pine Snake

http://cwf-fcf.org/en/resources/encyclopedias/fauna/amphibians-and-reptiles/turtles/painted-turtle.htmlhttp://www.iucnredlist.org/details/63873/0

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1624) “Yellow Footed Tortoise,” Reptiles Magazine, accessed August 14, 2018. http://www.reptilesmagazine.com/Turtle-Tortoise-Species/Yellow-footed-Tortoise/ 25) “Keeping and Caring for Red- and Yellow-Footed Tortoises,” Reptiles Magazine, accessed August 14, 2018. http://www.reptilesmagazine.com/Turtles-Tortoises/Tortoise-Care/Keeping-and-Caring-for-Red-and-Yellow-Footed-Tortoises/ 26) “Barn Owl,” Ontario, accessed August 14, 2018. https://www.ontario.ca/page/barn-owl

Where I live? I am a tropical tortoise native to the rainforests in South America24.

What do I eat? I graze on grasses, fruits, small plants, flowers, and carrion25.

My special adaptation is… I am an ectotherm, which means I rely on the climate in my environment to warm up and cool down. My eggs also rely on the sun for warmth, with the temperature determining whether they will hatch as males or females. The advantage of being an ectotherm is that I have the ability to choose when I want to slow my body down and conserve energy. Conserving energy means I need less food to survive on than other warm blooded animals like birds and mammals.

Climate change affects me by… With climate change rapidly warming up the Earth, my eggs are being affected by hotter temperatures. Usually, the eggs laid in the bottom of my nest will stay cooler and will hatch as males, but because they are getting warmer, most of my eggs will hatch as females. Fewer male tortoises in the wild mean less babies born in the future, which could dramatically decrease our species’ population.

Where I live? I can be found on every continent except for Antarctica, preferring to live in barns or in open spaces such as grasslands, deserts, marshes, and farm fields26.

What do I eat? I eat small mammals such as mice, voles and shrews.

My special adaptation is… I have incredible hearing. I have a circular facial bone that is found beneath the feathers on my face. It works like a funnel, directing all sounds to my ears. My hearing is so developed that I can tell what direction a sound is coming from, how far away it is and whether it’s on the ground, in a tree, or somewhere in between.

Climate change affects me by… In some parts of North America, the cold winter weather causes us to migrate to milder climates. These journeys can be made much more difficult when the weather is stormy. Climate change has been causing stormier and windier weather that makes these long journeys dangerous.

Barn Owl

Where I live? I can be found along the beaches of the Great Lakes, and Canada’s East Coast.

What do I eat? I eat molluscs, worms, sand fleas and other insects.

My special adaptation is… My superior camouflage. My feathered back is dappled with grey and light brown to mimic dry sand, and I have a white belly to match the pale shells on the beach. I depend on these colours to hide from predators like falcons.

Climate change affects me by… Climate change presents threats like extreme storms and heavy rainfall. Over the next century, the water level of the great lakes are expected to rise and flood the beaches. Because I nest on the ground, flooding will make it very difficult to keep my eggs and chicks safe.

Yellow Tortoise

Piping Plover

http://www.reptilesmagazine.com/Turtle-Tortoise-Species/Yellow-footed-Tortoise/http://www.reptilesmagazine.com/Turtles-Tortoises/Tortoise-Care/Keeping-and-Caring-for-Red-and-Yellow-Footed-Tortoises/https://www.ontario.ca/page/barn-owl

1) “Red Tegu,” Reptiles Magazine, accessed August 14, 2018. http://www.reptilesmagazine.com/Lizard-Species/Red-Tegu/ 2) Ibid.3) “Peregrine Falcon,” Defenders of Wildlife, accessed August 14, 2018. https://defenders.org/peregrine-falcon/basic-facts 4) “Peregrine Falcon,” Biokids: Kids’ Inquiry of Diverse Species, accessed August 14, 2018. http://www.biokids.umich.edu/critters/Falco_peregrinus/ 5) Alexandre Anctil, Alastair Franke, and Joël Bêty, “Heavy Rainfall Increases Nestling Mortality of an Arctic Top Predator: experimental evidence and long-term trend in peregrine falcons,” Oecologia 174 no. 3 (2014): 1033. https://doi.org/10.1007/s00442-013-2800-y

PAGE 7/7

1727) “Snowshoe Hare,” Biokids: Kids’ Inquiry of Diverse Species, accessed August 14, 2018. http://www.biokids.umich.edu/critters/Lepus_americanus/ 28) “White Sturgeon,” Monterey Bay Aquarium, accessed August 14, 2018. https://www.montereybayaquarium.org/animal-guide/fishes/white-sturgeon

Where I live? Many of us spend our summers in southern Canada and then fly down to Mexico for the winter.

What do I eat? I most heavily rely on the nectar from milkweed plants. I also drink the nectar of a variety of other plants such as clover, thistle, wild carrot, and lilacs.

My special adaptation is… My stamina. Weighing less than a loonie and only flying at speeds of up to 25km/hr, I travel over 4,000km to migrate to my winter home in Mexico. I can also fly up to 11,000 feet high in the air.

Climate change affects me by… One of the biggest climate change problems for us is the extreme changes in temperature. You see, we are triggered to start our journey south by the arrival of cool weather in the fall. However, warming weather has seen summers extended causing us to leave as much as six weeks late! Although temperatures may be nice at our starting point, winter has already begun in places along our migration. Without fur or feathers to keep us warm, it doesn't take long for the cold air to take a real toll on our tiny bodies.

Where I live? I can be found in every province and territory across Canada’s diverse forests. I particularly like the cold, northern forests with thick shrubs and low trees to eat and help protect me from predators.

What do I eat? I mostly eat plants like strawberry, lupine, grasses, leaves, and weeds in the summertime, and during the winter I eat twigs, buds and tree bark27.My special adaptation is… In the summer months, my coat is brown to blend in with tall grass and dry dirt. However, by the first snowfall of the winter, I am entirely covered in thick white fur that makes me nearly invisible in my snowy habitat.

Climate change affects me by… Climate change patterns are upsetting the balance of my northern environment. Over the years, winter snows are arriving later and melting earlier. My white coat is no longer a disguise without the snow, making it a lot easier for my predators to find me. It is also difficult to outrun my predators without the help of the deep snow.

Snowshoe Hare

Where I live? I can be found in British Columbia’s Kootenai River.

What do I eat? I eat shrimp, worms, snails, small fish, crabs, and clams28.

My special adaptation is… I am considered a living dinosaur. My species originated over 170 million years ago. I can also reach ages of up to 100 years old and weigh as much as 1,500 pounds.

Climate change affects me by… Warmer temperatures from climate change heat up the water and make it difficult for our young to survive. Additionally, hotter temperatures could cause parts of the river to become too shallow to swim in making it very difficult for us to reach important areas for laying our eggs.

Monarch Butterfly

White Sturgeon

http://www.biokids.umich.edu/critters/Lepus_americanus/https://www.montereybayaquarium.org/animal-guide/fishes/white-sturgeon

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.

Page 18

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

Page 20

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)

In this discussion, students explore prior knowledge of Canada’s Arctic region, the animals that live there, and their special adaptations to this extreme environment.

Discussion Overview

Pre-School Assembly DiscussionGrades 1-3

(Pre-Lesson)

Guiding Questions: How do animals adapt to the Arctic environment? How do the Inuit live in the Arctic with a changing climate?

Key Concepts: Adaptation, Arctic environment, climate change.

Chart paper to capture student’s brainstorm of animals (optional)What You’ll Need

·Technology Connections: Use of Google Earth to locate Canada’s Arctic, use of smartboard to examine Arctic animals.

10-25 minutes for the pre-School Assembly discussion.

Time

Teacher Background InformationKey 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.

Arctic Animal Adaptation: Many Arctic animals developed adaptations that help them survive the extreme environment in the Arctic. Hibernation is one adaptation that polar bears have developed to help them survive the winter when there is less food available. Polar bears also have black skin under a translucent (visually white), oily coat of long fur that helps to absorb and retain heat by trapping it close to the skin. The Arctic fox has adapted by developing thick fur that changes colour with the seasons. It also has incredible hearing that can detect its prey moving below the deep snow. The Harp seal has babies on the ice and they are white for two weeks before they turn dark grey when they enter the ocean. They also have a thick layer of blubber that keeps them warm3.

Page 21Pre-School Assembly Lesson (Grades 1-3): No Toque, No Problem

Canadian Curriculum-linksNo Toque, No Problem and Arctic Assist connect to a wide variety of subjects across Grades 1-3, please see Pages 31-33 for specific expectations and overall outcomes by province.

Key Concept: The Inuit

The term Arctic peoples in Canada often refers to the Inuit population, descendants of the Thule people in Canada’s North. The Inuit call their land Inuit Nunangat which includes areas north of the treeline. In 2011, there were nearly 60,000 Inuit in Canada, 73 per cent of whom lived in Inuit Nunangat.

Historically, Inuit lived in small bands of two to five families that congregated with 100-1,000 member bands during the winter months or during sealing and hunting camps. The economy was largely based on hunting sea-mammals; comprised primarily of seals, but also included animals like: caribou, fish, polar bear and whale.

Inuit in Canada traditionally speak Inuktitut, which has many dialects. They are known for many ingenious inventions like the igloo, the toggling harpoon head and the kayak. Today the Inuit face many challenges including overcrowding, chronic health issues and food scarcity. Despite these challenges the Inuit have celebrated many achievements including self-government and the creation of Nunavut. The Inuit are also very active in environmental policy and revitalizing their culture and language1.

Average monthly temperatures of Kugluktuk, Nunavut, Toronto, Vancouver and Halifax

City Jan

Kugluktuk -28

-3

4

-6

Feb

-27

-3

5

-6

Mar

-25

1

7

-2

Apr

-17

7

9

4

May

-5

14

13

10

Jun

5

16

15

15

July

11

21

17

19

Aug

9

21

18

19

Sep

3

18

15

14

Oct

-7

11

10

9

Nov

-20

5

6

4

Dec

-26

-1

4

-3

Toronto

Vancouver

Halifax

Key Concept: Climate Change

Climate change refers to a long-term change in the weather in a particular region1. Some climate change happens naturally, with fluctuations in temperature, wind patterns, and precipitation occurring across various time scales throughout history, but the current rate of change is unprecedented2. This widespread warming is thought to be caused by the increase in greenhouse gas emissions that occurs as a result of the increased use of fossil fuels. These fuels, which include oil, coal, and natural gas, produce greenhouse gases like carbon dioxide (CO2) and methane (CH4 ) when they’re burned, and once released into the atmosphere can trap heat and cause the Earth’s surface to warm.

This trapping of heat by the atmosphere also occurs naturally in a process called the greenhouse effect. Some of the sun’s energy is absorbed by the earth or is reflected back into space, but about 20% remains trapped in the atmosphere, where it helps to hold heat at the earth’s surface3. If this process didn’t occur the Earth would be too cold to sustain human life (like on Mars, where the thin atmosphere holds very little heat and the average temperature is -60 °C), but the increased amount of greenhouse gases in our atmosphere has caused warming well beyond this natural range4.

Pre-School Assembly Lesson (Grades 1-3): No Toque, No Problem

References for adaptation: 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/ 3) https://www.thecanadianencyclopedia.ca/en/arti-cle/arctic-animals/ References for The Inuit: 1) https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people-arctic/ References for The Climate Change: 1) http://climat-echange.gc.ca/default.asp?lang=En&n=F2DB1FBE-1 2) http://climate.nasa.gov/vital-signs/global-temperature/ 3) http://climatechange.gc.ca/default.asp?lang=En&n=1A0305D5-1 4) http://quest.nasa.gov/aero/planetary/mars.html 5) http://climate.nasa.gov/effects/ 6) http://www.nature.org/ourinitiatives/urgentissues/global-warm-ing-climate-change/threats-impacts/wildlife-at-risk.xml 7) http://www.polarbearsinternational.org/about-polar-bears/essentials/hunting-and-eating 8) https://cmsdata.iucn.org/down-loads/fact_sheet_red_list_turtle.pdf 9) http://www.pc.gc.ca/eng/nature/eep-sar/itm3/eep-sar3caribou.aspx

Key Concept: Climate Change (cont'd)

The effects of climate change and an increasing global temperature are numerous. Extreme weather events like droughts and floods are becoming more common and these trends are expected to continue if the rate of temperature increase persists5. For species that have spent thousands of years adapting to one set of environmental conditions, the shift towards a different climate can mean the difference between survival and extinction6. It is predicted that within the next 40 years, 25% of all species on Earth could go extinct as a result of climate change. Some of the species affected by climate change include:

·Polar bears: Melting sea ice means less hunting grounds for these massive carnivores, who rely on the thick Arctic ice to reach their main food source, seals.7 · Sea turtles: Sea levels can wash away beaches, reducing the available habitat for nesting sea turtles.8 ·Woodland caribou: Caribou are well adapted to snow and use it as an advantage over their predators, but increased warming means less snow, which makes them more vulnerable to predation.9


Brainstorm: Invite students to brainstorm animals that live in different environments than your local environment. Include extreme environments like deserts and arctic. Capture these animals on chart paper or blackboard.Zoom in: If available, use a smartboard and Google Earth to show students the regions with extreme environments. Show both the map and the satellite images so students can see what the arctic and desert environments look like. As an alternative, use a globe to show students the areas of the world that have extreme environments (arctic and equator).Discuss adaptation: Discuss what natural behaviours and/or special adaptations these animals might need to survive in these extreme environments. Elicit understanding that adaptation is what an animal does (behavioural) or how it grows (physical) to survive in its environment. (desert: cooling appendages like big ears, water storage adaptations like camel’s hump, living in burrows that don’t get hot; arctic: thick fur, hibernation or migration, blubber)Animals in the Arctic: Show students the pictures of the Polar bear, Arctic fox and Harp Seal found on Page 17 via a smartboard or as a handout and discuss their adaptations to survive in the extreme cold of Canada’s Arctic. Facilitation tips: Use the Teacher Background Information provided on Pages 21-22 to facilitate a discussion about the adaptations of these arctic animals.Humans in extreme environments: Spark inquiry by posing “Humans don’t have thick fur and do not hibernate. How do people live in the arctic?” Humans adapt through behaviour, not biological adaptation (housing with heat, proper clothing for going outdoors, harvesting food from ocean in summer and preserving it, traveling with dog sleds and on ice roads)Connecting to the Earth Rangers School Assembly: Share with students that the Arctic is changing. Invite them to brainstorm how it is changing and ask “why do you think weather is changing in the arctic” (warming of the earth, ice melting, climate change). Share that the School Assembly will feature a video about a person living in Canada’s Arctic and how their way of life is changing.

1.

2.

3.

4.

5.

6.

Getting Started - Minds On (hook): Prep for Earth Rangers School Assembly

Page 23Pre-School Assembly Lesson (Grades 1-3): No Toque, No Problem

http://education.nationalgeographic.org/encyclopedia/adaptation/https://www.thecanadianencyclopedia.ca/en/arti-cle/arctic-animals/https://www.thecanadianencyclopedia.ca/en/arti-cle/arctic-animals/https://www.thecanadianencyclopedia.ca/en/arti-cle/arctic-animals/https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people-arctic/http://climat-echange.gc.ca/default.asp?lang=En&n=F2DB1FBE-1http://climat-echange.gc.ca/default.asp?lang=En&n=F2DB1FBE-1http://climat-echange.gc.ca/default.asp?lang=En&n=F2DB1FBE-1http://climate.nasa.gov/vital-signs/global-temperature/http://climatechange.gc.ca/default.asp?lang=En&n=1A0305D5-1http://quest.nasa.gov/aero/planetary/mars.htmlhttp://climate.nasa.gov/effects/http://www.nature.org/ourinitiatives/urgentissues/global-warm-ing-climate-change/threats-impacts/wildlife-at-risk.xmlhttp://www.nature.org/ourinitiatives/urgentissues/global-warm-ing-climate-change/threats-impacts/wildlife-at-risk.xmlhttp://www.nature.org/ourinitiatives/urgentissues/global-warm-ing-climate-change/threats-impacts/wildlife-at-risk.xmlhttp://www.polarbearsinternational.org/about-polar-bears/essentials/hunting-and-eatinghttps://cmsdata.iucn.org/down-loads/fact_sheet_red_list_turtle.pdfhttps://cmsdata.iucn.org/down-loads/fact_sheet_red_list_turtle.pdfhttps://cmsdata.iucn.org/down-loads/fact_sheet_red_list_turtle.pdfhttp://www.pc.gc.ca/eng/nature/eep-sar/itm3/eep-sar3caribou.aspx

24

POLAR BEAR

HARP SEAL

ARCTIC FOX

Using inquiry via a KWL (Knowledge-Wonder-Learn) chart, students make connections between Canada’s Arctic region and climate change impacts. Culminating in student-created awareness posters, students share their learning beyond the classroom to their home or school community.

Lesson Overview

Post-School Assembly LessonGrades 1-3

(Post-Lesson)

Guiding Questions: How do the Inuit adapt to the Arctic environment? How do they help reduce their impact on the environment?

Key Concepts: Needs of Arctic communities, adaptation, human impact on the environment, climate change

Chart paper for KWL Chart (Knowledge-Wonder-Learn Chart)The Arctic Needs Our Help Awareness Posters (one per student). Please see Page 29 for awareness poster template.

What You’ll Need

··

Technology Connections: online research to support design of poster, video about Arctic on www.earthrangers.org/teachers/schoolassemblylessons/school-assembly-lesson-register/

40-50 minutes or 1-2 period to debrief the School Assembly and create Arctic Needs Our Help posters.

Time

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Reflect: As a class, discuss what students learned about Inuit communities. Prompts: Where does Caitlin live? Nain, Nunatsiavut; What is the climate like where Caitlyn lives? Cold, snow, ice, darkness in winter, freezing temperatures; How is Caitlyn’s climate changing? Ice becoming less safe for travel, hunting, fishing, receiving of supplies etc.; Decrease in wildlife means less food available; How is Caitlyn's community helping to reduce the impacts of climate change? Mitigation efforts through Aboriginal Traditional Knowledge i.e. research. a. Resource: www.earthrangers.org/teachers/schoolassemblylessons/school-assembly-lesson-register/

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Getting Started - Minds On (hook): Assembly Reflection

Post-School Assembly Lesson (Grades 1-3): Post-School Assembly Lesson

http://www.earthrangers.org/teachers/schoolassemblylessons/school-assembly-lesson-register/http://www.earthrangers.org/teachers/schoolassemblylessons/school-assembly-lesson-register/

KWL Chart - What we know: Introduce the KWL chart to further explore the topic of Canada’s Arctic and climate change. Use the School Assembly reflection to generate the first few statements about “What we know” (ex.: the Arctic’s climate is changing; ice is melting; less ice makes it harder for Indigenous communities to get food from the land/wildlife; etc.). Gather student ideas under the column “What we know” on chart paper.KWL Chart - What we want to know: Continue the discussion and write down all student’s inquiry questions under “What we want to know”. Facilitation tips: Have students consider their inquiry questions individually or in small groups (pair-share) before gathering collective ideas; Generate an atmosphere of mutual respect by encouraging ‘all ideas are good ideas’ at this stage; Use “Who? What? Where? When? Why? How?” as prompts to generate student questions; Keep gathered ideas posted in a visible location for further reflection and allow students to add questions throughout the lesson. KWL Chart - What we learned: Post the KWL chart somewhere visible before introducing the Awareness Poster activity below. Explain that we will revisit the KWL chart after the students have completed the Arctic Needs Our Help Awareness Sheet to consolidate learning and complete the “What we learned” column.

KWL Chart Activity – Action! and Inquiry

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The power of one: Introduce the idea that as individuals we all have a part to play in taking care of our environment. Discuss ways individuals can make a difference (take action, inform/educate, raise awareness, etc.). Share the idea that one person can inspire change by raising awareness of important issues and what actions we can take to help (share a local example of a person that made a positive change in your community). Introduce the activity of making awareness posters to help make a positive change in your school.Taking Action!: Brainstorm what actions students can take to stop climate change. Reflect on the actions that were presented at the School Assembly (carpooling/walking to school, recycle, waste-free lunch, reduce energy use, reduce food waste, planting a tree, etc.). Make the connection that our actions locally can have an impact beyond our community. Share that our actions can have a positive or negative impact on Caitlyn and her community in the North.Media Arts: Invite students to consider a poster advertisement that they really like. Why did it catch your eye? What was the message? Why did the message grab your attention? Invite students to consider the design of their poster by creating a draft applying the design features they liked about the other advertisement. Have students share their draft with another student for feedback before creating their final poster. If you need some examples to share with students, see Page 28 for advertisements. Consider using a smartboard or projector to discuss and compare each ad. Create an awareness poster: Give each student an awareness poster template found on Page 29 and time to create their poster. They can use the blank space of the poster to share the action they have selected that can help stop climate change and help the arctic.Share the Learning: Bring awareness to your school by creating a display of the awareness posters created by students. Coordinate with other classrooms to create a school-wide display or have the posters available at Parent Night. Alternatively, send students home with their posters to bring the learning home.KWL Chart – What we learned: Revisit the KWL Chart and invite students to share what they learned. Identify any inquiry questions that were answered and those that are still left unanswered. Explain that learning is a lifelong process that cycles between questions and answers which in turn lead to more questions and it is ok to have some of the inquiry questions left unanswered. A possible extension is to have students take the unanswered questions home to research and bring findings back to the classroom.

The Arctic Needs Our Help Awareness Posters – Consolidate/Connect

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KWL Chart: Canada’s Arctic and Climate Change

KWL Chart

What we know What we want to know What we learned

(Knowledge-Wonder-Learn Chart)

Post-School Assembly Lesson (Grades 1-3): Post-School Assembly Lesson

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Pledge Activity (Language, The Arts): Invite students to think about how they can help animals in nature (through conservation, stewardship, reducing); create a pledge sheet in the shape of a leaf and have students complete the sentence “I pledge to ________ “; place the leaves in a tree mural demonstrating how collective action can have a large impact; track student participation for a week and celebrate success! Leaf cutout available on Page 30.Bring Climate Action Home (Science and Technology, Language): Challenge students to make an impact in their home to further help fight climate change and protect Canada’s Arctic. Using the ideas generated in the awareness posters, ask students to select one action to take at their home. Ask them to track their action using a journal and share the journal in a sharing circle to discuss how the week of action went. If students need inspiration, share the earthrangers.com website missions https://www.earthrangers.com/climatechange.Arctic Assist Announcement (Language): Invite older students to create morning announcements that bring awareness to your whole school.


Page 27Post-School Assembly Lesson (Grades 1-3): Post-School Assembly Lesson

https://www.earthrangers.com/climatechange

Advertisement examples for Media Arts analysis

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Canadian Curriculum Connections

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

No Toque, No Problem and Arctic Assist Lessons connect to the curriculum across Canadian provinces in a number of ways. 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: Numbers to 20 represent quantities that can be decomposed into 10s and 1s.

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.Mathematics: Numbers to 100 represent quantities that can be decomposed into 10s and 1s.

Gr.3

Science: Living things are diverse, can be grouped, and interact in their ecosystems.Social Studies: Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.English Language Arts: 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. Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating. Mathematics: Fractions are a type of number that can represent quantities.

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 MatterMathematics: Number - Develop number sense

Gr.1

Gr.2

Science: Topic E: Small Crawling and Flying Animals (2-10; 3)Social Studies: Communities in Canada: 2.1 Canada’s Dynamic Communities (2.1.1, 2.1.2, 2.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 MatterMathematics: Number - Develop number sense

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: Art: Depiction - Component 4: Main Forms and Proportion; Expression - Component 10 (i, ii) Purpose 1, Subject MatterMathematics: Number - Develop number sense

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)Mathematics: Number Strand (N1.5)

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)Mathematics: Number Strand (N2.1)

Gr.3

Science: 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)Mathematics: Number Strand (N3.2)

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)Mathematics: Number - Develop number sense

Gr.1

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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-KL-017, 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)Mathematics: Number - Develop number sense

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)Social Studies: People and Environment: The local community (B2.1)Language Arts: Oral communication, Writing, Media ArtsThe Arts: Environmental education and the Arts (visual arts)

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)Mathematics: Number - Develop number sense

Gr.1

Science: Life Science: Animal Growth and Changes (102-7) Social Studies: Change - Unit Four: Environment (2.4.2, 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)Mathematics: Number - Develop number sense

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)Mathematics: Number - Develop number sense

Gr.3

Science and Technology: Understanding Life Systems: Growth and Changes in Animals (1.2)Social Studies: People and Environment: Global communities (B1, B2)Language Arts: Oral communication, Writing, Media ArtsThe Arts: Environmental education and the Arts (visual arts)

Science and Technology: Understanding Life Systems: Growth and Changes in Plants (3.8)Social Studies: Heritage and Identity (A1)Language Arts: Oral communication, Writing, Media ArtsThe Arts: Environmental education and the Arts (visual arts)

Documents

Grades1 3AnimalLessonsFirst2Online copy€¦ · My Backyard by Margriet Ruurs, Ron Broda; Up in the Garden and Down in the Dirt by Kate Messner, Christopher Silas Neal; Backyard Birds: