My Seasonal Round - Open School BC · My Seasonal Round Table of Contents Blackline Masters to Use Throughout the Unit Pause and Ponder Journal 1 How powerful is your question?

My Seasonal Round

Table of ContentsBlackline Masters to Use Throughout the Unit

Pause and Ponder Journal 1

How powerful is your question? 2

Sort Circle 3

Strengthening Strategies 4

Question Cue: How to Play 8

Question Rater 9

Lesson 1 – What Is a Seasonal Round?

Personal Seasonal Round Calendar 11

Lesson 2 – How Do Seasonal Changes Affect Plants and Their Habitats?

Question Cue: Plants and Their Habitats 12

Plant Habitats and Adaptation Inquiry 14

Exploring a Microhabitat 15

Lesson 3 – How Do Seasonal Changes Affect Animals and Their Habitats?

Question Cue: Animals and Their Habitats 18

Animal Habitat Research Checklist 20

Lesson 4 – What Are the Four Geographic Regions of BC?

Map of BC Regions 22

Question Cue: Geographic Regions of BC 23

Lesson 5 – What Does a Seasonal Round Look Like?

Question Cue: First Nations and the Seasonal Round 25

Seasonal Round Research 27

Map of BC First Nations 30

Rubrics

Class Participation Rubric 31

Group Work Self-Assessment Rubric 32

Living Diorama Presentation Rubric 33

Pause and Ponder Journal Entry Rubric 34

Date: Name:

© Province of British Columbia My Seasonal Round Blackline Masters 1

Pause and Ponder Journal

At the end of each lesson: take time to reflect on your learning, the information you have shared, discussed, and wondered about Each reflection should be one paragraph long

Reflection Starters:

Today I learned…Something I didn’t know before is… I still want to know…I am starting to realize that…I wonder about…I am thinking about…I am curious about…I enjoyed…One idea that stands out to me now is… because…When we talked about… it reminded me of…I remember this time…Someone important to me once said…Now that I have learned…

Adapted from: Tovani, C I Read It, But I Don’t Get It Portand ME Stenhouse Publishers, 2000

Reflection:


Ho

w p

ow

erful is yo

ur q

uestio

n?







-


Criteria 1:

Criteria 2:

Criteria 3:

Criteria 4:

Criteria 5:

Question Rater

Step 1: Write Your CriteriaWrite out three to five different sentences that describe what makes a question important for you. These will be the criteria that you’ll use to evaluate your questions.

Example:I really want to know the answer to this question.I know where to look to find information to answer this question.I think this question is important.

Step 2: Copy Your QuestionsOn the next page write down each of your questions.

Step 3: Rate Each QuestionRead the first question. Then look at each of your criteria and circle the “no,” “maybe,” or “yes” to indicate what you think about that criteria in terms of that question. Then enter the number (0, 1 or 2) in the appropriate box. Do this for all your questions.

Step 4: Total Your ScoresWhen you’ve gone through each criteria for all your questions, add up the scores to get a total for each question.

Step 5: Find the Winner!After you’ve evaluated all your questions, look at the totals. Draw a big star beside the question (or questions) with the highest score.

Page 1 of 2


Question:

Criteria 1

no=0 maybe=1 yes=2

Criteria 2

no=0 maybe=1 yes=2

+ + +

Criteria 3

no=0 maybe=1 yes=2

Criteria 4

no=0 maybe=1 yes=2

+

Criteria 5

no=0 maybe=1 yes=2

Total

=

Question:

Criteria 1

no=0 maybe=1 yes=2

Criteria 2

no=0 maybe=1 yes=2

+ + +

Criteria 3

no=0 maybe=1 yes=2

Criteria 4

no=0 maybe=1 yes=2

+

Criteria 5

no=0 maybe=1 yes=2

Total

=

Question:

Criteria 1

no=0 maybe=1 yes=2

Criteria 2

no=0 maybe=1 yes=2

+ + +

Criteria 3

no=0 maybe=1 yes=2

Criteria 4

no=0 maybe=1 yes=2

+

Criteria 5

no=0 maybe=1 yes=2

Total

=

Question:

Criteria 1

no=0 maybe=1 yes=2

Criteria 2

no=0 maybe=1 yes=2

+ + +

Criteria 3

no=0 maybe=1 yes=2

Criteria 4

no=0 maybe=1 yes=2

+

Criteria 5

no=0 maybe=1 yes=2

Total

=

Question:

Criteria 1

no=0 maybe=1 yes=2

Criteria 2

no=0 maybe=1 yes=2

+ + +

Criteria 3

no=0 maybe=1 yes=2

Criteria 4

no=0 maybe=1 yes=2

+

Criteria 5

no=0 maybe=1 yes=2

Total

=

Page 2 of 2

Date: Name:


Lesson 1: Personal Seasonal Round Calendar

Lesson 2: Question Cue: Plants and their Habitat

Plants and Their Habitats







plan

ts

| h

abita

t

habi

tat:

the

plac

e w

here

a p

lant

na

tura

lly g

row

s

plan

ts

| n

on-li

ving

thin

gs

non-

livin

g: th

ings

like

sun

, soi

l, ai

r, w

ater

, clim

ate

plan

ts

| a

dapt

adap

t: ch

ange

s to

�t a

situ

atio

n

plan

ts

| s

easo

nal c

hang

e

seas

onal

cha

nge:

di

�ere

nces

bet

wee

n th

e fo

ur

seas

ons

(win

ter,

sprin

g,

sum

mer

, and

fall)

plan

ts

| d

epen

d

depe

nd: r

ely

on

plan

ts

| h

uman

s

plan

ts

| s

urvi

ve

surv

ive:

rem

ain

aliv

e

Date: Name:

Name:

Name:

Name:


Lesson 2: Plant Habitats and Adaptation Inquiry

Date: Name:


Lesson 2: Exploring a Microhabitat

Materials:• String• Metre stick or measuring tape• Small shovel or stick• Magnifying glass• Bug box• Pencil or pen• 2 bags (one to pick up garbage and one to carry garbage)

Explore:

1 Find a small area of ground to investigate Using your string and metre stick, mark out 1 metre × 1 metre square Or use a hula-hoop and survey everything within the circle

2 Use a magnifying glass to closely examine the ground Write down EVERYTHING you see (grasses, roots, decaying leaves, weeds, pebbles, dirt, insects) Indicate the approximate coverage for each item (e g , solid, half of the area, in patches, very little)

3 How many different types of plants do you see? How can you tell that they are different?

4 List all the plants in the plot you know the names of

Page 1 of 3

Date: Name:


5 Is there a plant you don’t know the name of? Sketch a picture of it including its leaves, flowers, etc If you know the names of all the plants, just chose one to sketch

6 Use a magnifying glass to look for details such as the shape and vein pattern on the leaves Sketch these details to help you identify the plant when you are back in the classroom

7 Estimate how many of that type of plant are in your plot

8 Name the animals (most likely only insects) you see in your plot

9 Dig VERY CAREFULLY straight down into the soil with the shovel or stick Notice the layers of the soil

How would you describe the soil? (Wet, dry, sandy, rocky, clay-like?)

Page 2 of 3

Date: Name:


10 Make a list of things you find in the soil including earthworms, rocks, and roots

11 Predict how your plot would change in other seasons Explain why you think that change will occur in:

Spring

Summer

Fall

Winter

12 Is there evidence of humans in the plot? If so, name what is there (e g , garbage, toy, mowed lawn?)

If there is garbage in your plot that you can safely pick up (ask your teacher if you are unsure) Use one bag to pick up the garbage and the other to carry it in Then throw both bags in the nearest garbage can

Page 3 of 3

Lesson 3: Question Cue: Animals and their Habitat

Anim

als and Their Habitats

Anim


Anim


Anim


Anim


Anim


Anim


anim

als

|

habi

tat

habi

tat:

the

plac

e w

here

an

anim

al n

atur

ally

live

s

anim

als

|

non-

livin

g th

ings

non-

livin

g: th

ings

like

sun

, soi

l, ai

r, w

ater

, clim

ate

anim

als

|

adap

t

adap

t: ch

ange

s to

�t a

situ

atio

n

anim

als

|

seas

onal

cha

nge

seas

onal

cha

nge:

di

�ere

nces

bet

wee

n th

e fo

ur

seas

ons

(win

ter,

sprin

g,

sum

mer

, and

fall)

anim

als

|

depe

nd

depe

nd: r

ely

on

anim

als

| h

uman

s

anim

als

| s

urvi

ve

surv

ive:

rem

ain

aliv

e

Date: Name:


Lesson 3: Animal Habitat Research Checklist

The animal is:

What are the animal’s habitat needs?

1 Where in the province does it live? Does it need space to roam?(Show on this map )

Page 1 of 2

Date: Name:


List source(s) of information (books, including authors, or websites)

2 What does it eat? __________________________________________________


3 Where does it find water? _________________________________________


4 How does it protect itself from being too cold or too hot?


5 How does the animal survive in each season? How does it adapt?


Page 2 of 2

Date: Name:


Lesson 4: Map of BC Regions

Northeast

Coast

NorthernInterior

SouthernInterior

Lesson 4: Question Cue: Geographic Regions of BC

Geographic Regions of BC






North

east

Coast

North

ernInterior

Southern

Interior

North

east

Coast

North

ernInterior

Southern

Interior

North

east

Coast

North

ernInterior

Southern

Interior

North

east

Coast

North

ernInterior

Southern

Interior

North

east

Coast

North

ernInterior

Southern

Interior

North

east

Coast

North

ernInterior

Southern

Interior

regi

ons

|

land

form

s

land

form

s: n

atur

al fe

atur

es o

f th

e la

nd’s

surf

ace

such

as

mou

ntai

ns, g

laci

ers,

valle

ys,

plat

eaus

regi

ons

|

habi

tats

habi

tat:

the

plac

e w

here

an

anim

al o

r pla

nt n

atur

ally

live

s

regi

ons

|

clim

ate

clim

ate:

wea

ther

con

ditio

ns o

f a

part

icul

ar p

lace

regi

ons

|

seas

onal

cha

nge

seas

onal

cha

nge:

di

�ere

nces

bet

wee

n th

e fo

ur

seas

ons

(win

ter,

sprin

g,

sum

mer

, and

fall)

regi

ons

|

livin

g th

ings

livin

g: th

ings

like

ani

mal

s, pl

ants

, fun

gi

regi

ons

|

non-

livin

g th

ings

non-

livin

g: th

ings

like

sun

, soi

l, ai

r, w

ater

, clim

ate

Lesson 5: Question Cue: First Nations and the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

First Nations and

the Seasonal Round

seas

onal

roun

dpr

esen

t day

pres

ent d

ay: w

hat i

s ha

ppen

ing

now

seas

onal

roun

d

tran

spor

tatio

n

seas

onal

roun

dpr

e-co

ntac

t

pre-

cont

act:

befo

re E

urop

eans

ar

rived

in N

orth

Am

eric

a

seas

onal

roun

dsh

elte

r se

ason

al ro

und

plan

ts

seas

onal

roun

dcu

lture

cultu

re: s

ocia

l pra

ctic

es, b

elie

fs

and

art o

f a g

roup

of p

eopl

e

seas

onal

roun

d an

imal

s

seas

onal

roun

dto

ols

Date:

N

ame:


Lesson

5:

Seaso

nal R

ou

nd

Resea

rch

Qu

estion

Info

rmatio

nSo

urces

1 2

Page 1 of 3

Date:

N

ame:


Qu

estion

Info

rmatio

nSo

urces

3 4

Page 2 of 3

Date:

N

ame:


Qu

estion

Info

rmatio

nSo

urces

5

Page 3 of 3

Date: Name:


Lesson 5: Map of BC First Nations

Tutchone

Tlingit

Tagish

Tahltanand

Inland Tlingit

Kaska

Sekani Dunne-za

Dakelh

DakelhSecwepemc

Okanagan

Nlaka’pamux

Ktunaxaand

KinbasketNuu-chah-nulth

Sliammon, Homalco and Klahoose

Haisla

Heiltsuk

Nuxalk

Oweekeno

Kwakwaka’wakw

Haida

Tsimshian

Wet’suwet’en

GitxsanNisga’a

Dene-thah

St’at’imc

Hul’qumi’num

StraitsSquamish and Tsleil Waututh

Halq’emeylem, including Stó:lø


My Sea

son

al R

ou

nd

R

ub

rics

Cla

ss Particip

atio

n R

ub

ric

Ru

brics

Exceeds Exp

ectation

sM

eets Expectatio

ns

Ap

pro

aches

Expectatio

ns

Need

s Wo

rk

Co

ntrib

utio

nC

ontributes to class

discussion offering

insightful id

eas and asking

clarifying and

meaning

ful questions to

extend und

erstanding

. Takes risks b

y initiating d

iscussion and asserting

opinions.

Regularly m

akes m

eaningful and

clarifying contrib

utions to class d

iscussion; sometim

es offers id

eas, asks q

uestions and offers

opinions.

Contrib

utes to class d

iscussion when

prom

pted

. Seldom

offers id

eas or ask questions.

Rarely makes m

eaningful

contributions to class

discussion or offer id

eas or ask q

uestions.

Listenin

gListens actively to others b

oth in group

s and in class d

iscussions. Resp

ects others opinions.

Incorporates or b

uilds off

ideas of others.

Listens to others both

in group

s and in class

discussions. Resp

ects other op

inions.

Listens to others at times,

but m

ay be sid

etracked easily.

Rarely listens when others

talk both in g

roups and

in class. May inhib

it others sp

eaking.

Attitu

de

Consistently exhib

its a p

ositive, supp

ortive attitud

e toward

s classm

ates and the

subject m

atter. Takes an active role in ow

n learning

.

Generally exhib

its a p

ositive, supp

ortive attitud

e toward

s classm

ates and the sub

ject matter.

Frequently takes an active

role in own learning

.

Sometim

es exhibits a

positive, sup

portive

attitude tow

ards

classmates and

the subject m

atter. Som

etimes takes an

active role in own

learning.

Rarely exhibits a p

ositive, sup

portive attitud

e tow

ards classm

ates and

the subject m

atter. Rarely takes an active role in ow

n learning.


My Sea

son

al R

ou

nd

R

ub

rics

Gro

up

Wo

rk Self-A

ssessmen

t Ru

bric

Exceeds Exp

ectation

sM

eets Expectatio

ns

Ap

pro

aches

Expectatio

ns

Need

s Wo

rk

Wo

rking

To

geth

erO

ur group

successfully w

orked tog

ether to com

plete all the tasks.

We collab

orated [w

orked tog

ether] to plan and

any disag

reements w

ere d

iscussed and

solved fairly.

Our g

roup successfully

worked

together to

comp

lete all the tasks. W

e needed

some help

p

lanning and

had som

e d

isagreem

ents that others need

ed to help

us to solve.

Our g

roup w

as not alw

ays able to w

ork tog

ether successfully. O

thers had to freq

uently help

our group

plan and

solve disag

reements.

Rarely makes m

eaningful

contributions to class

discussion or offer id

eas or ask q

uestions.

Qu

ality of w

ork

In my op

inion, we d

id our b

est work on this

project.

In my op

inion, we d

id our b

est work m

ost of the tim

e, with a few

excep

tions.

In my op

inion, this was

not our best w

ork. Rarely listens w

hen others talk b

oth in group

s and in class. M

ay inhibit

others speaking

.

Co

ntrib

utio

ns

Everyone in the group

contrib

uted eq

ually on this p

roject.

Most of the p

eople in the

group

contributed

to this p

roject.

Only a few

of the group

m

emb

ers contributed

to this p

roject.

Rarely exhibits a p

ositive, sup

portive attitud

e tow

ards classm

ates and

the subject m

atter. Rarely takes an active role in ow

n learning.

Gro

up

Success

Overall our g

roup w

as very successful w

orking tog

ether to comp

lete the p

roject.

Overall our g

roup w

as successful w

orking tog

ether most of the

time.

Overall our g

roup w

as successful w

orking tog

ether some of the

time.


My Sea

son

al R

ou

nd

R

ub

rics

Living

Dio

ram

a P

resenta

tion

Ru

bric

Exceeds Exp

ectation

sM

eets Expectatio

ns

Ap

pro

aches

Expectatio

ns

Need

s Wo

rk

Kn

ow

ledg

eThe d

iorama

dem

onstrates a thorough

knowled

ge of the sub

ject investig

ated.

The dioram

a d

emonstrates g

ood know

ledg

e of the subject

investigated

.

The dioram

a d

emonstrates a b

asic know

ledg

e or beg

inning und

erstanding

of the sub

ject investigated

.

The dioram

a d

emonstrates very little

of the knowled

ge of the

subject investig

ated.

Style and

O

rgan

ization

Disp

lay is interesting and

attractive. Materials are

comp

lete and org

anized and

exceptionally w

ell p

resented.

Disp

lay is interesting and

attractive. Materials

are comp

lete and w

ell org

anized. Presentation

has both seq

uence and p

lan.

Some p

arts of the d

isplay are interesting

and som

e materials are

comp

lete and org

anized.

Presentation has some

sequence and

plan.

Disp

lay is uninteresting,

lacks interest and is untid

y. Materials

are incomp

lete and

unorganized

. Presentation has little or no seq

uence and p

lan.

Visu

al Desig

nA

ll imag

es, mod

els, costum

es, etc. are used to create a m

eaningful

presentation.

All im

ages, m

odels,

costumes are effective,

but there ap

pear to b

e too few

or two m

any.

Some im

ages, m

odels,

costumes are effective.

Too few im

ages, m

odels,

costumes are used

to be

an effective presentation.

Creativity an

d

Ap

pearan

ceProject is creative, excellently d

isplayed

and reflects orig

inality.

Good

creative effort. Project is neat and

shows

evidence of tim

e spent

on it.

Some creative attem

pt is

mad

e. Project is neat.Little creative effort. Project has a careless ap

pearance.

Presen

tation

Living d

iorama is

presented

in a highly

engag

ing m

anner where

all group

mem

bers

are enthusiastic and p

articipate eq

ually.

Living d

iorama is

engag

ing. M

ost group

m

emb

ers are enthusiastic and

particip

ate equally.

Living d

iorama is

somew

hat engag

ing.

Not all g

roup m

emb

ers ap

pear enthusiastic or

particip

ated eq

ually in the p

resentation.

Living d

iorama d

oes not eng

age aud

ience. Only

a few g

roup m

emb

ers had

an active in the p

resentation.


My Sea

son

al R

ou

nd

R

ub

rics

Pau

se an

d P

on

der Jo

urn

al En

try Ru

bric

Exceeds Exp

ectation

sM

eets Expectatio

ns

Ap

pro

aches

Expectatio

ns

Need

s Wo

rk

Critical T

hin

king

Dem

onstrates excep

tional analysis, orig

inality and insig

hts

Dem

onstrates very good

critical thinking skills w

ith analysis, orig

inality and insig

hts

Dem

onstrates some

evidence of critical

thinking b

ut with little

analysis and orig

inality

Dem

onstrates very little evid

ence of critical thinking

skills with

little or no analysis and orig

inality

Develo

pm

ent o

f Id

easW

ell-develop

ed thoug

hts, id

eas, and d

etails which

show evid

ence of reflection, incorp

oration of new

ideas, and

an excellent g

rasp of

concepts

Expresses thoug

hts and id

eas with reasonab

le d

evelopm

ent. Reflects on new

ideas and

shows

a good

grasp

of new

concepts

Expresses b

asic thoughts

and id

eas and show

s som

e ability to reflect

and und

erstand new

concep

ts

Lacks detail; show

s little evid

ence of reflection.

Mech

anics

Exceptionally

well w

ritten, clear org

anization, uses correct g

ramm

ar, contains m

inor, if any, spelling

errors

Well-w

ritten and w

ell-org

anized, contains

some g

ramm

atical and sp

elling errors that

do not interfere w

ith und

erstanding

Shows som

e organization

but the w

riting contains

many g

ramm

atical and sp

elling errors

Not w

ritten in an org

anized m

anner. The g

ramm

atical and sp

elling errors m

ake it difficult to

understand

Documents

My Seasonal Round - Open School BC · My Seasonal Round Table of Contents Blackline Masters to Use Throughout the Unit Pause and Ponder Journal 1 How powerful is your question?