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Daily and Seasonal Changes Teacher's Guide

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Daily and Seasonal Changes Teacher's Guide Daily and Seasonal Grade Changes Online version T E A C H E R ’ S G U I D E and additional resources available at www.scholastic.ca/education/nlscience 1 Password: Sci1nL2 Daily and Seasonal Changes Table of Contents 3 Welcome to the Daily and Seasonal Changes Unit 6 Planning Guide 8 Preparing for the Unit Individual Teaching Plans 9 What Are the Seasons? 20 Why Is the Sun Important? 26 What Is It Like Outside? 33 What Is My Daily Cycle? 42 Do Animals and Plants Have Daily Cycles? 49 How Do We Prepare for the Seasons? 55 How Do Animals and Plants Prepare for the Seasons? Assessment 68 Specific Curriculum Outcomes Checklist 69 My Inquiry 70 Student Self-Assessment of Inquiry Process 71 Teacher Assessment of Inquiry Process 72 Inquiry Process Rubric 74 Additional Resources 76 Letter to Parents and Caregivers Unit 1: Daily and Seasonal Changes 1 Let’s Do Science, Newfoundland and Labrador Grade 1 Unit 1: Daily and Seasonal Changes Teacher’s Guide Reviewer: Catherine Phillips, NL Science Consultants: Ron Ballentine, ON Nadine Norris, ON Indigenous Reviewer: Craig White, Education Consultant, St. John’s, NL Copyright ©2016 Scholastic Canada Ltd. 175 Hillmount Road, Markham, Ontario, Canada, L6C 1Z7. Pages designated as BLMs or reproducibles may be reproduced under license from Access Copyright, or with the express written permission of Scholastic Canada, or as permitted by law. All rights are otherwise reserved, and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, scanning, recording or otherwise, without the prior written consent of the publisher or a license from The Canadian Copyright Licensing Agency (Access Copyright). For an Access Copyright license, visit www.accesscopyright.ca or call toll free to 1-800-893-5777. ISBN 978-1-4430-4033-4 Printed in Canada. 10 9 8 7 6 5 4 3 2 1 16 17 18 19 20 Welcome to the Daily and Seasonal Changes Unit In this unit, students develop their understanding of daily and seasonal changes (including the seasons, weather, day vs. night, and the importance of the sun) through a variety of explorations and investigations. Multiple program components will engage students and support learning of the specifi c science concepts. Science Cards This collection of 10 Science Cards will support students’ exploration of daily and seasonal changes with each large- format card focusing on a different concept. The bright, colourful photographs and detailed illustrations will engage students and give them multiple opportunities to explore a variety of concepts. These stand-alone cards can also be used at centres to stimulate student explorations. Also, digital versions of these cards are available on the Teacher’s Website to be used with an Interactive Whiteboard. Unit 1: Daily and Seasonal Changes 3 4 Science Read Aloud The Read Aloud text allows you to introduce and engage students with science concepts. First Snow in the Woods by Carl R. Sams II and Jean Stoic uses vibrant photographs and gentle prose to express the change of seasons from fall to winter. Poster The What Is the Inquiry Process? poster will support students as they follow the steps for guided and open inquiries throughout the unit and learn to question, observe, and explore. Interactive Whiteboard Activities There are 9 interactive activities for the Interactive Whiteboard (IWB) found on the Teacher’s Website. These activities provide Anchor Video students with a variety of hands-on learning experiences and the opportunity to apply learning in a supported environment. The IWB Activities are tied to the teaching plans to ensure that the learning is done in context. The Anchor Video: Daily and Seasonal Changes, found on the Teacher’s Website, introduces students to essential questions about concepts including the changing seasons, the importance of the sun, differences between day and night, and the daily cycles of people, plants, and animals. The video gives a number of examples to activate students’ thinking and to promote questions. 4 3 3 3 2 1 you learned. Share what Make conclusions. the results. Think about results. Record your Explore. Make a plan. Ask a question. What Is the Inquiry Process? ISBN: 978-1-4430-4041-9 Illustrations by Leanne Franson Science Library The Science Library provides a collection of colourful and engaging non-fi ction and fi ction texts at a variety of reading levels. These texts support students as they explore various science concepts and skills. See the Science Library Guide in the Teacher’s Guide Binder or online for brief summaries, science connections, and suggested reading approaches (e.g., Independent Reading and Read Aloud). Teacher’s Guide This guide provides detailed suggestions for using all of Daily and Seasonal Grade Changes Online version T E A C H E R ’ S G U I D E and additional resources the program components including the Science Cards, available at www.scholastic.ca/education/nlscience 1 Password: Anchor Video, reproducible Blackline Masters (BLMs), Sci1nL2 and IWB activities with your students. Visual cues such as book covers, thumbnail images, and icons highlight the use of each program component along with tools such as Science Folders and Journals, the Word Wall, and the I Wonder Wall. Strategies and tools you need to assess students’ learning, such as rubrics and checklists, are also included. Embedded within the teaching plans are connections to Guided, Shared, and Read Aloud texts from Literacy Place for the Early Years, Grade 1 that relate to the concepts explored in Daily and Seasonal Changes. Teacher’s Website In addition to the Science Cards, Anchor Video, and IWB Activities mentioned above, the Teacher’s Website provides a digital copy of the Teacher’s Guide for this unit along with access to an image bank containing the variety of photographic images found on the Science Cards and IWB Activities. These images may be used for teachers to create new IWB activities or for students to incorporate into presentations. Find the Teacher’s Website at www.scholastic.ca/education/nlscience Password: Sci1nL2 Unit 1: Daily and Seasonal Changes 5 Planning Guide for Daily and Seasonal Changes Teaching Plans Specific Curriculum Program Materials Literacy Place Outcomes Components Connections What Are the Skills [GCO 2] • Anchor Video: Daily • silly summer and What Do You See? Seasons? • 3.0 and Seasonal winter hats A Book About the Students will practise • 9.0 Changes • variety of seasonal Seasons inquiry skills, and will • Science Card 1 items (such as (Guided Reading, group and sequence • IWB Activity 1 those at the Level D) objects and materials • IWB Activity 2 Curiosity Centre) related to the • dolls or stuffed Spring Is Here! seasons. • BLM What Should I Wear? 1 and 2 animals and (Guided Reading, season-specific doll Level C) • BLM The Four clothes or pictures Seasons of season-specific What Do I Need? clothes (Guided Reading, • index cards Level D) • digital camera (optional) • reference materials related to seasons in NL, Canada, or elsewhere in the world • students’ Science Folders • hula hoop • globe or ball Why Is the Sun Skills [GCO 2] • Science Card 2 • index cards A Hot Day Important? • 5.0 • What Is the Inquiry • thermometer (Guided Reading, Students will develop • 8.0 Process? poster • small containers Level C) and practise inquiry • 13.0 of cold water and skills while exploring warm water changes in heat and • coloured markers light from the sun. STSE/K [GCO 1/3] • 4.0 • digital camera (optional) What Is It Like Skills [GCO 2] • Science Card 3 • index cards Rain Outside? • 1.0 • IWB Activity 3 • students’ Science (Read Aloud– Students will describe • 2.0 • IWB Activity 4 Journals Changes Inquiry Unit) daily changes in • 3.0 • What Is the Inquiry • thermometer(s) temperature and • 5.0 Process? poster • coloured markers weather. • 7.0 • IWB Activity 5 • masking tape or • 8.0 • Science Card 4 chalk • 13.0 • notebooks • pictures or videos of weather reports STSE/K [GCO 1/3] • digital camera • 4.0 (optional) • 6.0 6 Teaching Plans Specific Curriculum Program Materials Literacy Place Outcomes Components Connections What Is My Daily Skills [GCO 2] • Science Card 5 • index cards or Cycle? • 9.0 • BLM My Day masking tape Students will describe, • 10.0 • Science Card 6 • three colours of sequence, and group • IWB Activity 6 sticky notes their daily activities in STSE/K [GCO 1/3] • BLM My Weather • index cards relation to the day- Report • icons, cut outs, night cycle. They will • 11.0 • IWB Activity 7 or sketches that observe and describe represent weather daily changes in • BLM What Is Your conditions weather. Favourite Game? • items or pictures • IWB Activity 8 of items related to seasonal sports (e.g., hockey puck, skateboard, bike, skis, ice skates, jump rope, in-line skates, baseball, basketball) • reference materials that report day lengths Do Animals and STSE/K [GCO 1/3] • Science Card 5 • time-lapse video of Daytime, Nighttime Plants Have Daily • 11.0 (optional) a morning glory or (Shared Reading– Cycles? • 12.0 • Science Card 7 sunflower seedlings Changes Inquiry Unit) Students will • What Is the Inquiry • reference materials investigate and Process? poster related to diurnal describe daily changes • BLM My Pet’s Day and nocturnal in the characteristics, animals behaviours, and locations of animals and plants. How Do We Prepare STSE/K [GCO 1/3] • Science Card 8 • reference materials Camping at the Lake for the Seasons? • 15.0 • IWB Activity 2 related to seasonal (Shared eReading) Students will explore • BLM Getting changes for and describe human Ready 1 and 2 people working in preparations for the food industry seasonal changes.
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