NATIVE PRAIRIE HABITATS UNIT PLAN
Grade 3
2009
Unit Overview and Rationale
The science Earth objectives are the core of the unit and everything is structured around it. The students
begin with an overview to the three layers of the earth: crust, mantle, and core. Then, the crust is explored
in further detail including soil, plants, glaciers, volcanoes, earthquakes and includes Art, Social Studies, and
Plants units.
There will be a field trip to Saskatoon Native Grasslands
The Art curriculum has 3 components: creative/productive component, cultural/historical component, and
critical/responsive component. The students will study art techniques and create art. Art will be studied in
the context of culture and artwork will be critically analyzed. Non-Aboriginal and Aboriginal art will be
studied see how different cultures represent different and same environments in several ways.
The students will compile a research portfolio that will be a collection of their findings/activities working with
native plants. Students will also make an art project (painting perhaps) that lets them creatively show and
express what they learned in the unit/what meant the most to them.
CONCEPT MAP- PDF Document
RESOURCES
o Text refers to Silver Burdett and Ginn Science 3 Text and Activity Book
o Lawson, Jennifer et al. Hands On Science. Winnipeg : Peguis, 2000.
o Dr. Suess, The Lorax
o Evergreen Curriculum http://www.sasked.gov.sk.ca/branches/curr/evergreen/index.shtml
o Bruchac, J. Keepers of the Earth. Saskatoon : Fifth House, 1991.
o Saskatoon Natural Grasslands Education Guide
http://www.meewasin.com/education/programs/natural_grasslands/
o Magic School Bus Inside the Earth
o Jules Vern: Inside the Earth movie
OBJECTIVES and UNIT OVERVIEWS for the 4 units that are being integrated.
Red Text represents that the words are taken directly from the SK Evergreen Curriculum Guides.
SCIENCE – EARTH UNIT
Unit overview:
The structure of the Earth -- its core, mantle, and crust -- is described in this unit. The focus is on the soil,
soil formation and development, and the topography produced by rearrangement of the soil and glacial till.
The importance of soil is also considered.
Suggested themes:
Earth, erosion, farming, glaciers, rocks, soil
Common Essential Learnings and foundational objectives which should be emphasized:
•
•
•
To promote intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences
and objects in meaningful contexts. (CCT)
To develop an understanding of how knowledge is created, evaluated, refined, and changed in
science. (CCT)
To develop an understanding that technology both shapes and is shaped by society. (IL)
Science foundational and learning objectives:
1. Describe the structure of the Earth.
1. Recognize that the Earth is a sphere.
2. Identify the core, mantle, and crust as the layers of the Earth.
3. Describe the features of the core, the mantle, and the crust.
2. Describe some characteristics of the crust.
1. Observe and describe the surface features of the local area.
2. Observe and describe the composition of soil.
3. Identify types of soils by their components.
4. Describe the process of soil formation.
5. Recognize the importance of soil.
6. Consider the interdependence of agriculture and the soil.
Plant Structures and Adaptations Optional Unit
Suggested themes: adaptation, foods, house plants, plants, reproduction, seasons, structure
Science foundational and learning objectives:
1. Describe diversity in plant structure.
1. Recognize roots, stems, leaves, and flowers as common structures of most plants.
2. Examine modifications of roots, stems, leaves, and flowers.
3. Discuss how plants are used by humans.
2. Explain how the structures of a plant help it survive.
1. Investigate the functions of roots, stems, leaves and flowers.
2. Observe and describe the response of plants to environmental stimuli.
3. Observe and describe how plants are adapted to environmental conditions.
Art: Unit 1: Learning to See ---- Mini-Unit: The Natural Environment
6-8 weeks is suggested for the two mini-units in this unit, so 3-4 weeks (150-200 minutes) is allocated for
this one mini-unit.
See grade 3 visual art objectives in binder.
http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/art/index.html#foundational
The 3 components of art are: creative/productive, cultural/historical, critical/responsive
SOCIAL STUDIES-UNIT 2 Heritage Module 1: Communities Then and Now
Theme: Community Comparisons
Core Concepts for Grade 3 SS: change, decision making, diversity, environment, interdependance
Students will compare some of the historical experiences of communities under study. They will
learn about their Aboriginal peoples, their heroes, and major events that have shaped their current
status. In making comparisons, students may include the community's language, celebrations, and
games.
In selecting appropriate communities, the teacher will be guided by available resources, interest and
expertise of the teacher and students, and the ethnic composition of the class and community. An attempt
should be made to give some balance and some contrast to the communities studied. Consider the
following:
•
•
•
•
communities in different climate (temperate/tropical) and landform (plains/mountains,
inland/seacoast) regions;
communities from developed and developing countries;
communities with different languages, traditions, and other cultural considerations; and
communities with some Canadian connections (e.g., immigration, trade, foreign aid, popular travel
destination).
The study of the communities may be approached in one of several ways. The teacher may choose one of
the following models:
•
The whole class may study one community in depth. The teacher may use the opportunity to model
initiating research, as well as accessing, organizing, and presenting information. Additional
individual or group research may be assigned within the context of the larger study.
•
•
•
•
The whole class may complete studies of several communities. This would facilitate the modelling
of a variety of methods for initiating research, accessing, organizing, and presenting information.
The whole class may study one community in depth, with the teacher modelling skills. Then
working in groups, students may research other communities.
Students will explore and compare the identities of families, schools, and communities from
various places. The students will learn about different family structures and lifestyles,
different ways of educating children and adults, and communities located in different
physical environments (e.g., location, climate, landforms).
In comparing the families, schools, and communities, students will identify similarities and
differences. In making the comparisons, the teacher and students will make every attempt
to avoid being judgmental, but rather look for the reasons behind the differences.
self, family, group, school, map, community, natural environment, constructed environment
Students will:
•
•
•
•
•
•
identify common characteristics of families, schools, and communities. (C, CCT)
access print and non-print resources. (C)
organize and present information using charts, Venn diagrams, maps, or webs. (C, TL)
make comparisons. (C, CCT)
describe weather, seasons, and natural features of various communities. (C)
identify some influences on the community of its natural environment. (C, CCT)
Interdependence
•
needs, wants, rights, responsibilities, conflict resolution, resources, industry, services, sustainable
development, agriculture
CELS:
C Communication
N Numeracy
CCT Critical and Creative Thinking
TL Technological Literacy
PSVS Personal and Social Values and Skills
IL Independent Learning
Columnar Chart
Lesson
1
Time
1
hour
Title
Introduction
to the
Structure of
the Earth
2
2
Soil
hours
Objectives
Earth 1.1, 1.2, 1.3
Earth 1.2, 1.3, 2.1-2.6
Activities and Materials
o Hard-boiled egg cut in half
o 1 Gobstopper candy per student
o 1 square of wax paper per student
o Pictures of the earth from text and
calendars
o Pencils, crayons, Pencil Crayons
o “The Earth’s Structure” sample notes
o Movie or Book about the Earth
(Example: Jules Verne’s “Journey to
the Centre of the Earth”)
o Map/globe
o Pictures of landscapes from
calendars/books
o Soil Investigation and Edible Soil
Sheets
o Each students needs the following
materials: small container of chocolate
pudding, clear plastic cup, two vanilla
wafers, plastic baggie, spoon, spoonful
of chocolate chips, two gummy worms,
two chocolate wafer cookies
o Per Student: one spoonful of soil, clear
plastic cup, one cup of water, popsicle
stick
o Per group: large clear jar, light brown
sand, dark brown loam, plant litter
(grass clippings/leaves), 5 earthworms
3
45
Planting
min-1 Sunflower
hour Seeds
Earth 2.2, 2.3., 2.4, 2.5
Plants 2.2, 2.3
4
2-3
Discovering
hours weathering
and erosion
Earth 2.1, 2.2, 2.4
Art
Soil Experiment, Planting Sunflower Seeds and
Controlling Variables
o 3 large paper cups per group
o Nail
o Clay
o Sand
o Humus
o 3 glasses per group
o Measuring cup
o Water
o Clock
o Paper towels
o Peat moss pots
o Soil
o Sunflower seeds
o Pictures of erosion and weathering
http://science.nationalgeographic.com/sc
ience/photos/weathering‐erosion‐
gallery/baffin‐island‐waterfall.html
Erosion by Wind Activity
o Sand
o Straws
o Shallow pans
Straw Painting
o Straws
o Tempera Paint
o Paint shirts
o Paper
Erosion Cookie Demonstration
o 1 Cookie per student
o Napkins
o Sand
o Sandstone
Erosion by Water Activity
o 2 Cookie Sheets
o Water
o Watering can
o Soil
o Leaves, sticks, and rocks
o Paper towels
o Several books to prop up cookie
sheets
5
2
Structures,
hours Functions
of Parts,
and
Adaptations
of Plants
Plants 1.1
1.2
2.1
2.2
2.3
6
1
hour
Plants 1.3
2.1
Social Studies-First
Nations Communities
Plant Use
by Humans
o 2 basins
o Poster from Native Plant Society
o Western Lily flower handout
Roots Activity
o Examples of tap and fibrous roots
(plantain, dandelions, sweet clover,
cow parsnip, etc.)
Leaves Activity
o Several different types of leaves
o Leaf Rubbing/Sketching Activity
Stem Activity
o Clear glasses
o Water
o Food colouring
o One Celery stalk per group
o One carnation per group
o Knife
o Cactus
Plant Adaptations Activity
o Cartoon plant posters
o Characteristics handout
o Real photos of plants represented in
cartoon plant posters
o Plant Use by Humans sheet
o Dictionaries
o Western Red Lily Story
o The Country Vole and the City Vole
Story
o Plant Information sheets
o Colour picture of each of the 5 plants
7
All
day
Saskatoon
Natural
Grasslands
Field Trip
All Earth and Plant
Objectives
Social StudiesSaskatoon community
o A booked trip to the SNG with an
interpreter (form available on:
http://www.ccde.usask.ca/ExtensionDiv
ision/noncredit/Children/enviroworksho
p.html)
o The Lorax by Dr. Suess
8
1
hour
Art Analysis
o Cultural/histori
cal-looking at
different
cultures
artwork
o Several pieces of artwork from different
artists
o Artwork Analysis Handout
o Critical/respon
sive-analyze
and respond to
different works
of art
o Engage
willingly in a
process for
viewing and
responding to
art works.
o Understand
that art tells
something
about the
society in
which it was
created.
9
2
Rock
hours Layers of
the Crust
Earth 1.3, 2.1
Crayon Rocks Activity
o 2 squares of aluminum foil per group
o different colour of crayon shavings
o Candle
o Tongs or clothespin
Samples of Rocks
Limestone Activity
o Rocks
o One plastic cup for each rock
o Vinegar
o Chalk
o Teaspoon
Sedimentary Snack Bars
o ½ cup raisins
o ½ cup dried cranberries
o ½ cup dried apricots
o 1/3 cup dried figs
o 1 cup pitted dates
o ½ cup candied orange peel
o ¼ cup candied cherries
o 1 cup chopped walnuts
o 2-3 tablespoons orange juice
o large mixing bowl
o 8" x 8" x 2" baking pan
o margarine (to grease pan)
o grinder or blender
o measuring cups
o large spoon or spatula
Medicine Wheel pictures
Magic School Bus: Journey to the Centre of
the Earth book
10
2
Rockshours Keepers of
the Earth
Art-history
Earth 1.3, 2.1
o Keepers of the Earth pages 57-63
o Plant Paint-various plant parts boiled to
make a water colour type paint
11
1
hour
Earth 1.3, 2.1
Earthquake Activity
o Different colors of clay
Glacier Activity
o Per group: large pan filled with soil and
sand, a 1 litre milk carton filled with
water and frozen, pan
Glacier Activity 2
o Clear, tall, narrow jar with lid
Volcanoes,
Earthquake
s, and
Glaciers
o Rocks
o Scissors
o Cardboard
o Masking tape
o Marshmallows
o pencil
12
2-3
Researchin
hours g Artists
o Become aware
of the variety
of art works in
Saskatchewan
and Canada,
including the
works of First
Nation and
Métis artists
o Internet
o Books about Canadian environmental
artists
o Know that
libraries, art
galleries, and
the Internet
are sources of
information
about artists
and their work
o Understand
that art works
are created for
a variety of
reasons
o Cultural/histori
cal
13
20Quiz
30
minut
es
All objectives
o A quiz containing the basics from the
unit
Factors of Scientific Literacy from Curriculum Guide:
Earth Science Unit: Factors of scientific literacy which should be emphasized:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
A2 historic
B1 change
B2 interaction
B7 force
C1 classifying
C2 communication
C4 working cooperatively
C5 measuring
C6 questioning
C8 hypothesizing
C9 inferring
C10 predicting
C11 controlling variables
C12 interpreting data
E4 using audio-visual aids
F1 longing to know and understand
F2 questioning
F3 search for data and their meaning
F4 valuing natural environments
G1 interest
Plants and Adaptations: Factors of scientific literacy that should be emphasized:
•
•
•
•
•
•
•
•
•
•
•
•
A3 holistic
B2 interaction
B4 organism
B6 symmetry
B14 cycle
C3 observing and describing
C8 hypothesizing
C12 interpreting data
E1 using magnifying instruments
E2 using natural environments
F4 valuing natural environments
G3 continuous learner
Research Report
Name:__________________________________
Title:___________________________________
Question/Purpose (what do you want to find out):
Hypothesis (what do you think will happen): I think that ____________
________________________________________________________
Materials:
o
Method (what you did):
1.
Results (what happened):
Conclusion (what you learned):_____________________________
Application (how you can use what you learned):_______________
Student Cooperative Skills Teacher Assessment Rubric to mark group work and research reports
1-needs
improvement
2-working towards
expectations
3-meets
expectation
4-exceeds
expectations
Neatness
Not legible
Legible, but messy
Neat
Perfect neatness
Contributes ideas
and questions to
group
No ideas or
questions
Contributes 1 or 2
ideas
Contributes three
of four ideas of
questions and
does not dominate
the conversation
The students asks
one insightful
question or
contributes one
integral idea.
Usually listens to
people’s ideas but
occasionally needs
to be reminded to
respect others
Respects others’
ideas and allows
others to
contributes
Respects others’
ideas and allows
others to contribute
and encourages
others to do the
same
No effort
Some effort
Thoughtful answer
Parts missing
Some parts are
missing
Complete
Thoughtful answer
which shows a
higher level of
thinking
Respects and
accepts
contributions of
others
Does not listen to
other’s ideas
Does not allow
others to contribute
Puts down others
ideas
Results/Conclusion
on Research
Report
Difficult to
understand
Inaccurate
information
Remains focused
and encourages
others to stay on
task
Wandered to other
groups and talked
about unrelated
topics
Accurate answer
Mostly
understandable
Complete
Suggests further
experiments and
how an experiment
does not address
certain aspects of
what is being
studied
Mostly accurate
Stayed focused for
a short period of
time but did not
encourage others
to stay on task
Stayed with
his/her group,
talked about the
task on hand, did
the activity
Stayed with his/her
group, talked about
the task on hand,
did the activity and
encouraged peers
to do the same
Listening and
following directions
Ignored teacher or
talked during
instruction
Listened to most of
the directions and
followed some of
the directions.
Listened to the
teaching and
followed directions
carefully.
Cooperative Skills Self-Assessment - Found in Hands-On Science, Page 21
Listened to the
teacher, asked
meaningful
questions and
applied directions
to activity while
encouraging others
to do the same
Lesson 1-Introduction to the structure of the earth.
Time: 1 hour
MATERIALS:
o
o
o
o
o
o
o
Hard-boiled egg cut in half
1 Gobstopper candy per student
1 square of wax paper per student
Pictures of the earth from text and calendars
Pencils, crayons, Pencil Crayons
“The Earth’s Structure” sample notes
Movie or Book about the Earth (Example: Jules Verne’s “Journey to the Centre of the Earth”)
OBJECTIVES: Science Earth Unit-1.1/1.2/1.3
CELS:
o CCT-gobstopper candy, comparing the earth to an egg
o COM-communicate their thoughts through discussions and writing thoughts
o TL-watching a movie or reading a book about the Earth
DSLS:
o G1-Interest-Introducing the unit should start to stimulate interest in Science for the students.
o F1 Longing to Know and Understand-this is a goal for the whole unit
o G3-Continuous Learner-a goal for the whole unit is to inspire students to become continuous
learners to want to join a club or do an activity in the future that deals with the environment.
LESSON:
1.
Motivational Set: Introduce to the students that we are going to be learning about our
earth for a couple months. Give each student a Gobstopper candy. After every few
minutes, have the students take it out of their mouths to notice how it changes colour as
there are several layers of colour on the gobstoppers. Show a movie or read a book about
the Earth during this Gobstopper activity, and pause every 5 minutes or so for students to
take the Gobstopper out of their mouths and put on wax paper to notice the changing
colour.
2. Show an egg cut in half to the class. Ask the students “How many layers are in this egg?”
Explain that the egg is a metaphor for the structure of the earth. In partners, have the
students compare the thicknesses of the layers. Have the students discuss with their
partners the following questions: Is the shell thick or thin compared to the rest of the egg?
Since the shell is like the crust, what does this metaphor tell us about the crust of the
Earth? Why do you think crust is a good name for the outer layer of the Earth? Have each
group tell the class what they talked about, discovered, wondered, or what they had
questions about.
3. Write the 3 words on the board: crust, mantel, core.
4. Have students draw their own egg and label it. (Or use the Earth outline handout). Do this
also on the board.
• Draw and label the crust. Go over it a few times to make it darker. Describe the
crust to the students and write the following points on the board and have them
also write it down.
CRUST
The crust is the outer and the thinnest layer. It is made
mostly of solid rock. We
live on the crust.
• Ask, “Do you think this is true? What is meant by thin?”
• After the class discussion, have the students write a few sentences in their
Science journals about how they understand the crust.
• Add the yolk of the egg, the yellow part, and have the students colour it yellow.
Label the core and mantel. Ask, “Has anyone ever seen the mantel of the Earth?”
No one will have seen the mantel because the crust, even though it is thin, is very
deep and covers the mantel. Describe the core and mantel to students and write
the following points on the board and have them also write it down.
MANTEL
The mantel is a thicker layer of rock-like material. It is
hot.
CORE
The core is made of iron. It is the hottest part of the
earth. The inner core is solid and the outer core is liquid.
• Have the students draw a picture of the Earth and colour it. (like on Text p. 168).
• Brainstorm as a class different types of fruit that can also be metaphors for the
Earth.
• Have the students compare their drawing of the Earth and the egg. Have them
write down HOW the inside of the earth is like the inside of an egg. Discuss.
5. In the next couple months, we will be exploring our earth. We are going to start learning
about the layer that we live on. Which layer do we live on? (crust) We are going to explore
the earth’s crust by learning about earthquakes, volcanoes, weathering, erosion, soil, and
glaciers.
Assessment and Evaluation: Collect the students’ work to check if it is complete or incomplete.
The students’ notes page should look something like this:
The Earth’s Structure
By Michelle Cousin
Crust
mantel
core
Crust
mantel
core
CRUST
The crust is the outer and the thinnest layer. It is made mostly of solid rock. We live on the crust.
Personal Reflections on what “thin” crust means to you:
MANTEL
The mantel is a thicker layer of rock-like material.
CORE
The core is made of iron. It is the hottest part of the earth. The inner core is solid and the outer
core is liquid.
How is the inside of the Earth like the inside of an egg?
Lesson 2: Soil
Time: 2 hours
Materials:
Map/globe
Pictures of landscapes from calendars/books
Soil Investigation and Edible Soil Sheets
Each students needs the following materials: small container of chocolate pudding, clear plastic
cup, two vanilla wafers, plastic baggie, spoon, spoonful of chocolate chips, two gummy worms, two
chocolate wafer cookies
o Per group: large clear jar, light brown sand, dark brown loam, plant litter (grass clippings/leaves), 5
earthworms
o Per Student: one spoonful of soil, clear plastic cup, one cup of water, popsicle stick
o
o
o
o
Objectives:
o
o
o
o
o
o
o
o
TSWBAT identify the core, mantle, and crust as layers of the earth (Earth Unit 1.2)
TSWBAT describe the features of the crust (Earth Unit 1.3)
TSWBAT describe the surface features of the local area (Earth Unit 2.1)
TSWBAT observe and describe the composition of soil.(Earth Unit 2.2)
TSWBAT identify types of soils by their components. (Earth Unit 2.3)
TSWBAT describe the process of soil formation. (Earth Unit 2.4)
TSWBAT recognize the importance of soil. (Earth Unit 2.5)
TSWBAT consider the interdependence of agriculture and the soil. (Earth Unit 2.6)
CELS:
o Communication
o Critical and Creative Thinking
DSL’s:
o A2 Historic- The students will learn how the earth’s crust changes over time.
o B1 Change-The crust changes.
o C5 Measuring-Measuring material to make soil.
o E4-Use of Audiovisual Aids-Students look at pictures of Saskatchewan landscapes.
1. Review the 3 layers of the Earth with the students and ask them which layer we live on.
(crust)
2. Today we are going to start learning about the layer of the Earth that we live on.
3. Soil and water cover the crust. Looking at this map/globe, does it appear that there is
more land or more water? (water)
4. Does all the land all over the world look the same? No.
5. Show pictures of different landscapes from calendars/books. What does the land look like
in Saskatchewan or Saskatoon?
6. Has anyone gone anywhere outside of Saskatoon where the land looked different? Have
students tell a partner about different landscapes they have seen (prairie, mountains, etc.)
7. The crust is covered with soil. We are going to study soil today. Now that we know that
the crust has soil on it, what do you think about yesterday’s question about what the crust
looked like where you live? Write a comment in your notebook, describing the land and
the soil and water near your school. You may draw and write.
8. Put students in small groups. Have them make a web on the board with the class about
what they already know about soil. When students have completed the concept map,
allow each group member (from their desks) share one point that their group wrote down
about soil.
9. Read, discuss, and highlight as a class, text pages 188 and 189, “Soil as a Resource: Why
do plants and animals need soil?”
10. Soil Investigation Activity (adapted from
http://ell.tamucc.edu/frameworkfiles/Module%208%20-%20Soil%20Investigation.pdf
o Give each student a Research Report.
o Explain the Question and have each student individually write down a hypothesis.
o Go through the materials and method with the students.
o Put the students in small groups to do the activity and fill out the results. The
results will be ongoing until the next day.
o Have the students brainstorm a conclusion within their small groups.
o Have a class discussion of the conclusion and then figure out an Application as a
class.
11. Edible Soil Investigation. (adapted from
http://ell.tamucc.edu/frameworkfiles/Module%208%20-%20Soil%20Investigation.pdf
o The students will be creating edible soil that represents the four layers of the soil.
Each students needs the following materials: small container of chocolate pudding,
12.
13.
o
o
o
o
o
14.
15.
clear plastic cup, two vanilla wafers, plastic baggie, spoon, spoonful of chocolate
chips, two gummy worms, two chocolate wafer cookies
o Explain the directions and what each food represents step by step and have the
class do everything at the same time.
o Place one vanilla wafer on the bottom of the cup. (bedrock)
o Place the chocolate chips on the wafer (boulders in the upper portion of the
bedrock)
o Put a very small amount of chocolate pudding over the chips.
o Place the second vanilla wafer in the baggie, crush the wafer as fine as possible,
and pour the crushed wafer on top of the pudding (silt and sand).
o Pour the remaining chocolate pudding on top.
o Place the gummy worms in the pudding with one sticking out of the top.
o Finally, place the chocolate wafers in the baggie, crush them as fine as possible,
and pour the crushed wafers on top (topsoil).
o You should be able to see and identify the layers through the cup.
o In the science journals, have the students describe each layer in their “soil
sample”, write about it, and then eat it.
Have the students write down a prediction about the importance of earthworms in
gardening and farming. Then discuss it as a class. Facts are found in this article:
http://eap.mcgill.ca/publications/eap6.htm
http://urbanext.illinois.edu/soil/SoilBiology/earthworms.htm
Earthworm Activity: http://www.angelfire.com/sk/monkeypuzzle/teachexpts.html
This is a demonstration of how earthworms move in the soil.
In a large, clear jar, add 3 cm of light brown sand, 3 cm dark brown loam, and plant litter
(grass clippings/leaves) until the jar is ¾ full. If the soils are really dry, add 1/5th of the jar’s
volume in water. Add less if the soils are moist.
After the water is absorbed, add 5 earthworms.
Make a lid for the jar with cardstock and put half-centimetre air holes and tape to the top of
the jar.
Over the next week, the worms move throughout consuming the soil and litter and mixing
the distinct layers together. Give students time to each day to draw what the jar and layers
look like in their Science Journals. They should also record any changes, predictions,
thoughts, etc.
Ask students to discuss, with a partner, examples of soil layering.
Why do gardeners and farmers till the soil which mixes up the layers? Have students
discuss and write down a hypothesis. Then explain to the class. Have everyone write
down an answer in their own words. Information:
http://www.google.com/search?hl=en&rls=com.microsoft%3A*&q=why+do+farmers+cultiva
te+soil+&btnG=Search&aq=f&oq=&aqi=
(look at google result #4 pdf file)
Soil Layers Investigation Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): What is soil made up of?
Hypothesis (what do you think will happen): I think that if I mix soil into water,
then___________________________________________________________
_______________________________________________________________
Materials (per group):
o
o
o
o
One spoonful of soil
Clear plastic cup
Water
Stir stick
Method (what you did):
1.
2.
3.
4.
5.
Place one spoonful of soil in a clear plastic cup.
Add water to fill the cup three-fourths full.
Stir the soil and water together.
Draw a picture of your soil sample. Label it with the time.
Draw another picture of your soil sample at the end of the day. Label it
with the time.
6. Draw another picture of your soil sample tomorrow morning. Label it with
the time.
Results (what happened):
Diagram #1
Diagram #2
Diagram #3
Time:
Time:
Time:
Describe each layer and what you think it may be made up of:
Conclusion (what you learned): I learned that __________________________
_______________________________________________________________
Application (how you can use what you learned):
_______________________________________________________
______________________________________________________________
Lesson 3-Planting Sunflower Seeds
Time: 45 min-1 hour
Materials
o 3 large paper cups per group
o Nail
o Clay
o Sand
o Humus
o 3 glasses per group
o Measuring cup
o Water
o Clock
o Paper towels
o Peat moss pots
o Soil
o Sunflower seeds
Objectives
o Earth Unit 2.2, 2.3, 2.4, 2.5
o Plants Unit 2.2, 2.3
CELS
o Numeracy-measuring
o Critical and Creative Thinking-deciding which kind of soil is the best to grow plants in
o Communication-answering questions
DSLS
o A1 Historic-What are sunflower seeds used for.
o B2 Interaction-Plants are affected by water, soil and light as plants are dependent on them to grow.
o C4 Working Cooperatively-Students collect data from the experiment in their small groups.
o C9 Inferring-Students will use their observations to decide which is the best type of soil to use.
o C11 Controlling Variables-The same type of soil is used for each plant, which is a experimental
variable. The controlled variables are the seed type, the cup type, the amount of water, sun, and
heat.
o F3-Search for Data and their Meaning-Students find data about the best type of soil and variables
to grow plants.
o A3 Holistic-different strands of science are all related (plants and soil)
o B4-Organism-plants are organisms
Lesson
1. Do a soil experiment to see which can hold water the best to decide which is the
best type of soil to grow plants in. Have a copy of this page 97 of Silver Burdett
and Ginn Text Activity Book for each student. Discuss the conclusion of the
experiment. Then ask the students what type of soil we should plant some
sunflower seeds in. Have the students all plant their own sunflower seeds. Have
the students in small groups and have them discuss and decide what the best way
to take care of these plants would be.
2. Then have the students plant sunflower seeds. Now that we have planted the
seeds in the best type of soil, we are going to see what else plants need to grow.
Do a series of experiments with variables of what a plant needs to grow. One can
be testing the light. Another experiment can be testing the amount of water. In
groups of 4, one for dark and water, one for dark and little water, one for sunlight
and water, and one for sunlight and little water. Have students do a Research
Report for this experiment and make a chart to show the results.
3. Talk about sunflower seeds with the students. Tell them that some varieties of
sunflowers are native to Saskatchewan. Have the classroom brainstorm uses for
sunflower seeds. Examples: bird seed, sunflower oil, Spits food for people
4. At the beginning of each school day for the next few weeks, give time to one
student per group to take care of their group’s plants.
Assessment and Evaluation: The worksheet page 97 from the Silver Burdett and Ginn Science 3
Activity Book will be added to the student’s research portfolio. Have the students do a research
report.
Lesson 4: Discovering erosion and weathering.
Time: 2-3 hours
Materials:
o Pictures of erosion and weathering
http://science.nationalgeographic.com/science/photos/weathering‐erosion‐gallery/baffin‐
island‐waterfall.html
Erosion by Wind Activity
o Sand
o Straws
o Shallow pans
Straw Painting
o Straws
o Tempera Paint
o Paint shirts
o Paper
Erosion Cookie Demonstration
o 1 Cookie per student
o Napkins
o Sand
o Sandstone
Erosion by Water Activity
o 2 Cookie Sheets
o Water
o Watering can
o Soil
o Leaves, sticks, and rocks
o Paper towels
o Several books to prop up cookie sheets
2 basins
DSL’s
o B1 Change-Erosion changes the earth’s surface. Water, wind, living things change the earth’s
crust.
o B7 Force-Forces on the earth’s crust change it.
o F2 and C6 Questioning-Students question why plants help stop erosion.
o C8 Hypothesizing-Students hypothesize what happens to things on the crust that are changed.
o E4-Use of Audiovisual Aids-pictures of erosion and weathering on text pages
Objectives:
o Earth 2.1, 2.2, 2.4
o Art-Straw Painting
o
o
o
o
o
o
SWBAT explain what erosion is and how it affects landscapes.
SWBAT predict what will happen to a landform when it erodes.
SWBAT cite examples of erosion.
SWBAT identify and describe the Earth process of erosion.
SWBAT transfer knowledge of erosion from class exercises to real world examples.
SWBAT understand how water, wind, and living things change the crust.
Lesson:
1. Erosion and weathering create slow changes on the crust. In partners, have the students look at
pictures of weathering and erosion together to make inferences about what happened. Have
students share their ideas with the class.
2. Erosion is soil and rocks being moved by water and wind.
o Erosion Activity of erosion by the wind (Sand Dunes). Put some fine dry sand into a
shallow pan. Have a student use a straw to blow gently on the sand. Ask other students
to observe how the sand moves and make patterns. Tell the students that the wind can
change the earth’s crust in many ways.
3. Straw Painting-“Straw Painting involves students painting a picture on white paper by placing
tempera paint on the paper and blowing air through a straw in order to create a very majestic
design on the paper where the paint flows.” This is an artistic parallel to the erosion activity about
sand dunes previous to this. Source:
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/lesson12.html
Students will paint a small picture using tempera paint that represents erosion on landscapes.
Have several pictures for the children to reference. Emphasize that their pictures will not look
exactly like the picture as they are pictures and they are doing art. Tell them that the pictures are
just for ideas and they are not expected to be exact duplicates. Have all students wear paint shirts
and be respectful of their peers since tempera paint stains clothes.
4. Erosion-cookie activity/demonstration
(adapted
from:
http://earthquake.usgs.gov/learning/teachers/BigRocks_LittleRocks.pdf )
o Give each student a napkin and a cookie.
o Let students take one small bite of their cookie.
o Tell students to be erosion by smashing their cookie into small pieces on a napkin.
o Get them to taste the smashed cookie “dirt” and see if it tastes the same as the big cookie.
o Show them a piece of sandstone and some sand.
o Explain that the sand is just tiny pieces of the sandstone, the way their cookie “dirt” was
must little pieces of the cookie.
o Ask the following questions: “What kinds of things could break up rocks? (ice, water, wind),
“Would sand from different kinds of rocks look different?”
5. Erosion Activity of erosion by water (adapted from page 296 Teaching Science to Children An
Inquiry Approach by Friedl and Koontz LB 1585.F91 2005 and page 128 of Earth Science
Activities Book)
“Erosion on Bare and Grassy Slopes”
Put an equal amount of soil in 2 cookie sheet trays.
Spread leaves, sticks, and rocks on top of the soil in one tray.
Tilt both trays, using books for props, so that they are sloping down, like a hillside.
Have the students make a hypothesis of which tray will lose the most soil.
Sprinkle 1 litre of water over each one using the watering can.
Use paper towel to filter out the soil that was washed away from the water.
To change the variables, leave the soil bare on the two trays.
Lower one of the trays and raise the other tray.
Have the students make a hypothesis of which tray will lose the most soil during a rainstorm.
Sprinkle 1 litre of water over each of the two trays.
Use paper towel to filter out the amount of soil that was washed away.
For observations, have students write down a comparison between the amount of soil washed
away in the first experiment and the amount washed away in the second experiment.
o Another variable could be sandy soil and clay soil.
o Key Facts/Questions: Water runs quickly from bare soil. Plants tend to hold the water and soil.
Bare soil is more easily eroded. Grass is valuable to reduce soil erosion. Using our observations
from the experiment, what can we hypothesize about soil erosion in the mountains and the factors
that affect it?
o
o
o
o
o
o
o
o
o
o
o
o
Extra background information on soil is found on page 228-231 in the 11th Edition of Science K-8 An
Integrated Approach by Victor, Kellough, and Tai Educ. LB 1585.V64 2008
6. Ask the students the scientist question (from Silver Burdett and Ginn Text): “In the spring, heavy
rains cause the erosion of topsoil in vegetable gardens. This is a problem. In the summer this is
not such a big problem. Why is there more erosion in the spring than there is in the summer?”
Have students discuss in small groups. In the summer strong roots hold the plants and soil in
place and prevent erosion. Discuss how plants protect soil from erosion. Have the students make
an entry in their journal where they explain the answer to the scientist question in their own words.
7. Now let’s see if we remember the difference between weathering and erosion. Rub a piece of
chalk on sandpaper so that chalk dust is produced. Blow on the chalk dust. Have the students
make associations between the demonstration and the weathering and erosion of rock. Rubbing
the chalk is like weathering: blowing the dust is like erosion. (adapted from p. 175 Silver Burdett
and Ginn Text Teacher’s Guide)
8. Explain that living things change the crust. Why do people change the crust? How do plants
change the crust? How do animals change the crust?
9. Have the students write in their science journals using the following starter words: “Today I learned
__________________________” or “Today I did like ____________” or “Today I did not like____”
Erosion by Water Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): How do different factors affect
water erosion?
Hypothesis (what do you think will happen): I think that the soil with/without
(circle one) surface cover will lose the most soil. I think that the soil that is that
has the lower/higher (circle one) slope will lose the most soil.
Materials (per group):
o
o
o
o
o
o
o
o
Two cookie sheets
Watering can
Two basins
Water
Several books
Soil
Leaves, sticks, rocks
Paper towels
Method (what you did):
1. Put an equal amount of soil in 2 cookie sheet trays.
2. Spread leaves, sticks, and rocks on top of the soil in one tray.
3. Tilt both trays, using books for props, so that they are sloping down,
like a hillside.
4. Sprinkle 1 litre of water over each one using the watering can.
5. Use paper towel to filter out the soil that was washed away from the
water.
6. To change the variables, leave the soil bare on the two trays.
7. Lower one of the trays and raise the other tray.
8. Sprinkle 1 litre of water over each of the two trays.
9. Use paper towel to filter out the amount of soil that was washed
away.
Results (what happened):
Conclusion (what you learned): I learned that__________________________
Application (how you can use what you
learned):_______________________________________________________
________________________________________________________________
Erosion by Water Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): How do different factors affect
water erosion?
Hypothesis (what do you think will happen): I think that the soil with/without
(circle one) surface cover will lose the most soil. I think that the soil that is that
has the lower/higher (circle one) slope will lose the most soil.
Materials (per group):
o
o
o
o
o
o
o
o
Two cookie sheets
Watering can
Two basins
Water
Several books
Soil
Leaves, sticks, rocks
Paper towels
Method (what you did):
1.
2.
3.
4.
Experiment 1: Effect of Surface Cover on Erosion
Put an equal amount of soil in 2 cookie sheet trays.
Spread leaves, sticks, and rocks on top of the soil in one tray.
Tilt both trays, using books for props, so that they are sloping down,
like a hillside.
Sprinkle 1 litre of water over each one using the watering can.
5. Use paper towel to filter out the soil that was washed away from the
water.
Experiment 2: Effect of Slope on Erosion
1. To change the variables, leave the soil bare on the two trays.
2. Lower one of the trays and raise the other tray.
3. Sprinkle 1 litre of water over each of the two trays.
4. Use paper towel to filter out the amount of soil that was washed
away.
Results (what happened):
Conclusion (what you learned): I learned that__________________________
Application (how you can use what you
learned):_______________________________________________________
________________________________________________________________
Lesson 5: Structure, functions of parts, and adaptations of plants- An introduction to the concepts that will
be explored further at the Grasslands field trip
Time: 2 hours (over a few days)
Materials
o Poster from Native Plant Society
o Western Lily flower handout
Roots Activity
o Examples of tap and fibrous roots (plantain, dandelions, sweet clover, cow parsnip, etc.)
Leaves Activity
o Several different types of leaves
o Leaf Rubbing/Sketching Activity
Stem Activity
o Clear glasses
o Water
o Food colouring
o One Celery stalk per group
o One carnation per group
o Knife
o Cactus
Plant Adaptations Activity
o Cartoon plant posters
o Characteristics handout
o Real photos of plants represented in cartoon plant posters
o
Objectives
o Plants Unit 1.1, 1.2 and 2.1, 2,2, 2.3
CELS
o Creative and Critical Thinking-critically predicting which is the monocot and which is the dicot
o PSVS-working in groups
DSLS
o C10 Predicting-Students predict what will happen to our native plants and grasslands and our
environment if we do not preserve them.
o E4 Use of Visual Aids-pictures of native SK plants
Lesson
1.
Show students a variety of pictures of native SK plants. Hang up the large poster from the
Saskatchewan Native Plant Society. Ask them what is common between most plants?
Roots, stems, leaves, flowers.
2. Have the students label the parts of the Western Lily Flower (from
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/lesson34.
html)and give a brief introduction to the functions of the parts of flowers. Add this to
portfolio.
3. Roots Activity: Teach the different between tap and fibrous roots. Have the students look
at a variety of roots, sketch, and make a chart to classify them. Have the students rotate in
small groups to the different root samples or pictures of roots.
Sweet Clover-fibrous, Dandelions-tap root, Plantain-fibrous. Cow parsnip-tap root.
Add this chart to research portfolio. Explain that cow parsnip (and other plants) is
not a rare plant and that I picked it from a garden where it is spreading a lot. A
person should always say a prayer of thanks before digging up a plant/weed as
they are all living things and we should care about all living things. 4. Leaves Activity: Have students analyze the differences between leaves. Have samples of
leaves as well as pictures of native plant leaves to do the Leaf Rubbing/Sketching Activity
Sheet. Put this research in portfolio.
5. Stem Activity: Show class samples of different types of stems. If there are enough
examples in the school yard, take students outside to identify different types of stems.
Have the students fill out a Research Report for the following Stem Activity:
o Have the students in small groups. Each group needs to fill two glasses with water.
o Put 3 drops of food colouring in each glass.
o Put a celery stalk in one glass and a carnation in the other.
o Draw the plants on the activity sheet as the initial observation.
o Place both glasses in the sunlight. Leave them overnight.
o The next day, record the observations on the activity sheet by drawing a coloured diagram.
o Key Questions for Discussion: Can you explain the role of the stem in the survival of a
plant? Why is this an important role?
o The teacher cuts off a section of the stems so that the students can see the inside of the
stem.
o Key Questions for Discussion: What does the inside of the stem look like? Can you locate
the tubes that carry the water up the stem in the celery and in the carnation? How did
you locate these tubes? What else do you think stems may carry? (nutrients to different
parts of the plant)
o Show students a cactus. Have students discuss which part they think is the stem. Explain
that cacti have special stems which are fleshy and contain water.
o Key Questions for Discussion: Do you think the role of the stem in a cactus is different
from any other plan? What is the habitat of a cactus like? Why is the stem so important
for a cactus?
o Have the students complete the activity sheet by writing in their own words the special
function of the stem.
o
o
o
o
o
o
o
o
o
o
o
6. Plant adaptations: An adaptation of Sun Lovers Lesson Plan from Saskatoon Natural
Grasslands Education Guide.
http://www.meewasin.com/education/programs/natural_grasslands/
Use the information on page 28 and 29 to teach an introduction to plant adaptations.
Give students a list of characteristics found on page 29, but take off the names of the plants. Have
the cartoon plants (pages 30-35) scattered around the classroom.
In partners, have the students go around finding the plant name that fits each set of descriptions on
their sheet.
Then have the class all gather together and go through each one for students to self correct to see
if they matched the right cartoon plant to the correct description.
Show a real photograph of each plant as you correct.
7. Plant Imagery Activity
(Source:http://www.bgci.org/files/Canada/english_docs/plantimage.pdf)
Take students outside for this activity.
In partners, have one person close their eyes.
The seeing partner picks a plant or tree that they can see. They describe it in as much detail as
possible to their partner.
The partner opens their eyes and tries to find a plant their partner described.
Switch roles.
Discuss as a class what types of descriptions/words were more effective to find the plant/tree and
which descriptions were not as helpful.
Assessment and Evaluation: Take in students’ research reports and mark with research report rubric. Have
students do the Cooperative Skills Self-Assessment found on page 21 of the Hands-On Science book.
Leaf Rubbing/Sketching Activity Sheet
Sketch 3 different leaf
Sketch three different leaf
Do a leaf rubbing for 3
shapes from the samples or edges.
leaves to show three
pictures. Explain the
different vein patterns.
shapes using very specific
Explain each leaf edge
words such as narrow,
using specific words such
wide, short, long, rounded, as: smooth, toothed, lobed
points
Lesson 6: Plant Use by Humans
Time: 1 hour
Optional: Guest speakers to do a presentation in place of this lesson or addition to this lesson. Possible
contacts can include the Root Woman (Saskatoon, SK), or the Native Plant Society of Saskatchewan
(info@npss.sk.ca).
Materials:
o
o
o
o
o
o
Plant Use by Humans sheet
Dictionaries
Western Red Lily Story
The Country Vole and the City Vole Story
Plant Information sheets
Colour picture of each of the 5 plants
Objectives:
o Plants Unit 1.3
o Plants Unit 2.1
o Social Studies-First Nations communities
CELS:
o Critical and Creative Thinking
o Independent Learning
o Personal and Social Values and Skills
DSL’s:
o C9 Inferring
o F4 Valuing Natural Environments
Lesson:
1. In small groups, have the students to make a web of the different plants that they use in their lives
and how they use them. Do a few examples on the board then give the students about five
minutes to work in groups of three to make a web.
2. Talk about how First Nations people use plants. “All plants must be treated with proper respect.
Since individual plants are living beings with spirits, anyone picking medicines must first offer
tobacco, then thank the plant, and tell it what it will be used for, before picking it. In essence, the
plant is giving up its life in order to help us prolong our lives. It sacrifices itself for us, and as such,
we in return must give back something in return. Each plant has its own specific picking time in a
seasonal cycle ..... leave more behind than you pick. p. 5 Christi Belcourt)
3. Start by reading the scenario handout with the students. Have different stations set up around the
room. Have each group start at a different station. At each station, the students will look at either
a picture or a real plant and read a short description about the uses of the plant. Then they will
decide what situation they could use that plant in and write the name of the plant on their handout.
***Remind students that they should always ask a parent or adult before they eat any plants
or weeds as some plants need to be prepared a certain way so that they are safe for
humans to consume.** Have dictionaries available at each station for students to look up words
they do not know what they mean. Teach the students how to use dictionaries, how to read all the
meanings and decide which is the one they are looking for.
4. After the students rotate to the 5 stations, have everyone gather to learn about the Western Red
Lily.
• Western Lily Story
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/lesson12.
html
• Read “The country vole and the city vole puppet show”
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/lesson34.
html
5. Talk about what makes plants become at risk (habitat destruction, etc.). (Background Information
on http://www.google.com/search?q=plants+at+risk+grade+3&rls=com.microsoft:*&ie=UTF8&oe=UTF-8&startIndex=&startPage=1 Click on first PDF document)
6. “Seneca Roots and Saskatoons Traditional Plant Use”
http://www.google.com/search?q=seneca+roots+and+saskatoon+wdm&rls=com.microsoft:*&ie=UT
F-8&oe=UTF-8&startIndex=&startPage=1 Click on first PDF document)
Share some facts from this document. Have students brainstorm in groups ideas for the following
questions: Why is it that First Nations people used so many of native plans? Do your own families
use any native plants? Which of the native plants do we still use? (sunflowers not sunchokes,
Saskatoon berries but not Seneca root, Willow bark only in the form of aspirin, not yarrow).
Assessment: Have the students fill out Cooperative Skills Self-Assessment about working in a group. As
the students rotate to the different stations, make anecdotal records.
Evaluation: Also, take in the student’s charts to mark to see how many they got correct. This will help to
assess their comprehension and reasoning skills.
Information Sheets for Stations: (information taken from The Standing People by Kahlee Keane and
Dave Howarth and Medicines to Help Us: Traditional Métis Plant Use by Christi Belcourt)
A picture of each of these plants will be at each station (colour pictures from flower field guide
books). There will be 3 copies of each write-up at each station.
Yarrow
Yarrow is a medicinal plant. It can be applied externally in a salve to heal tissue and acts as an antiinflammatory. Tea, Tincture, oil, or salve can be prepared from yarrow.
Yarrow can be used to reduce swelling, and can be applied as a poultice for bee stings and skin rashes.
The dried chewed roots mixed with saliva relive muscle sprains. The leaves placed on wounds stop
bleeding.
Prickly pear cactus
The pulp can be used to cool a sunburn and to stop peeling skin. Insect bites and sores also respond well
to external application of the pulp. First Nations people used the needle-sharp spines of the various cacti in
a way very similar to Chinese acupuncture. This stimulated the circulation of blood to the area and helped
to ease pain and discomfort.
Prickly Rose
Rose hip tea can be made from the rose hips. First Nations people strung or skewered dried fruit as
adornment for their regalia. They also boiled the hips to make a thick paste to alleviate itchy skin. The
petals of roses were dried, powdered and eaten as a remedy for heartburn. The insect galls that look like
the remains of dried flowers were charred, crushed, and used as a sterile dressing for burns. Rose hips
are very high in Vitamin C and can be eaten, but don’t eat the seeds, just the thin skin around the seeds.
You may have to go to the bathroom if you eat too many rose hips.
Wild Mint
The whole plant was used to treat indigestion, colic, diarrhea, and stomach-ache. The leaves and seeds
are used as seasoning to flavour pemmican and wild meat. An ointment can be made with bear grease to
leave a nice scent on the skin to keep it soft and provide protection from insect bites.
Strawberry
Strawberries are a fruit that are full of vitamin C. As a medicine, the leaf and root tea is a blood purifier and
can treat diarrhea, jaundice, and intestinal disorders. The dried-leaf tea also reduces stress. The tea is
also good for the kidney and bladder.
PLANT USE BY HUMANS
Name:________________
Group Number:_________
Plant List:
Prickly pear cactus
• Wild mint
• Prickly rose
• strawberry
• yarrow
CLUE
PLANT
1.
You cut yourself. Instead of reaching into
the medicine cabinet for a bandaid, some
Métis people use this plant as a bandaid.
Yarrow
2.
You get a sunburn and your skin is pealing.
First Nations people use the pulp from this
plant to help relieve the pain.
Prickly Pear Cactus
3. You have itchy skin. First Nations people
make a paste from this plant to put on the
skin.
Prickly Rose
4.
You would like to make your skin soft. First Wild Mint
Nations people combined this plant with
bear grease to make a lotion ointment.
5.
You are stressed from having too much
homework. The root tea from this plant
helps to reduce stress.
Strawberry
Lesson 7: Saskatoon Natural Grasslands Field Trip
Time: full day
Materials:
o A booked trip to the SNG with an interpreter (form available on:
http://www.ccde.usask.ca/ExtensionDivision/noncredit/Children/enviroworkshop.html)
o The Lorax by Dr. Suess
Objectives:
o Earth Unit-all objectives
o Plants Unit-all objectives
o Social Studies-Saskatoon community
CELS:
o Personal and Social Values and Skills
DLS:
o C1 Classifying-plants, animal traces
o C2 Communication-Students will follow directions given by the teacher during the walk to and
during the field trip. Students will communicate with their peers.
o E2-Using Natural Environments
o F4-Valuing Natural Environments
Lesson:
1.
2.
3.
4.
5.
6.
7.
8.
An interpreter comes and does a 45 minute in class session.
Take the bus to Grasslands.
Browse interpretive centre in Mother Teresa School.
Go on hike.
Eat lunch by school.
Go on hike again.
Go back to school.
Give everyone 5 minutes to use their senses of sight, smell, touch, hearing to write and draw
about the environment around them at the Grasslands as well as their feelings/mood from
being there. This will help them learn to be observant with their different senses to the features
of the native prairie area. Students can draw pictures, write words, write sentences, write
poetry, etc.
9. Read The Lorax by Dr. Suess for students to understand the importance of taking care of our
environment.
~TOYOTA EVERYGREEN GRANTS CAN PROVIDE FUNDING FOR SCHOOLS THAT WISH TO
START THEIR OWN NATIVE GRASSLANDS/GARDEN PROJECTS. WWW.EVERGREEN.CA
Lesson 8: Art Analysis
Time: 1 hour
Materials:
o Several pieces of artwork from different artists
o Artwork Analysis Handout
Art Objectives(from curriculum):
o Cultural/historical-looking at different cultures artwork
o Critical/responsive-analyze and respond to different works of art
o Engage willingly in a process for viewing and responding to art works.
o Understand that art tells something about the society in which it was created.
SS Objectives:
o Students will make comparisons.
o Artists from different communities are studied.
CELS
o Critical and Creative Thinking
Lesson:
1.
Have the classroom set up as a gallery of several pieces of environmental/nature artwork done by
different nationalities/countries.
2. Teach about characteristics of art work including shape, colour, texture, etc.
http://www.sasked.gov.sk.ca/docs/artsed/g3arts_ed/art/appendix_a.html
3. Introduce each piece of artwork. To introduce Van Gough, discuss the difference between a
photograph and a painting. (Impressionism).
http://www.artsconnected.org/artsnetmn/environ/vangogh.html
4. Other artists/works to be studied can include Canadian First Nations Artists: Examples: Allen Sapp
http://www.allensapp.com/allen.htm], Jerry Whitehead, Kevin Peeace http://www.kevinpeeace.com/
, http://wwar.com/masters/nationalities/ (This is an online list of visual artists of different
nationalities) Australian Aborigine artists: http://www.aaia.com.au/gallery.htm
5. Have students walk around the “gallery” in pairs to fill out the following chart. Make a
brainstorming map on the board with the class of different descriptive words that they can use for
ideas.
Assessment and Evaluation: Cooperative Skills Teacher Rubric and have students do the Self Evaluation.
~ARTSMARTS IS A GRANT THAT SCHOOLS CAN APPLY FOR TO GET FUNDING FOR AN ARTIST TO
COME INTO THE CLASSROOM. The website address is
http://www.artsboard.sk.ca/Grants/grant_artsSmarts.shtml
Artwork Analysis
Artist
Work
Characteristics of
artwork.
What is one thing you
like about this piece of
art? Be very specific
and use descriptive
words.
Lesson 9: Rock layers of the Crust
Time: 2 hours
Materials:
Crayon Rocks Activity
o 2 squares of aluminum foil per group
o different colour of crayon shavings
o Candle
o Tongs or clothespin
Samples of Rocks
Limestone Activity
o Rocks
o One plastic cup for each rock
o Vinegar
o Chalk
o Teaspoon
Sedimentary Snack Bars
o ½ cup raisins
o ½ cup dried cranberries
o ½ cup dried apricots
o 1/3 cup dried figs
o 1 cup pitted dates
o ½ cup candied orange peel
o ¼ cup candied cherries
o 1 cup chopped walnuts
o 2-3 tablespoons orange juice
o large mixing bowl
o 8" x 8" x 2" baking pan
o margarine (to grease pan)
o grinder or blender
o measuring cups
o large spoon or spatula
Medicine Wheel pictures
Magic School Bus: Journey to the Centre of the Earth book
Objectives:
o Earth Unit 1.3, 2.1
CELS
o CCT
o Numeracy-measuring
DSLS:
o B7 Force-Rocks are forced into different types of rock.
o C1 Classifying-Classifying different types of rocks.
o C2 Communication-The students working in groups.
o B14 Cycle-Rocks go through a cycle.
o E1-Using Magnifying Instruments-using magnifying lens to examine rocks.
Lesson:
1. Crayon rocks- from http://earthquake.usgs.gov/learning/teachers/BigSqueeze.pdf Instructions are
on the Research Report.
2. Have samples of the different kinds of rocks. Have students observe and feel the rocks and write
down descriptive words describing the texture, colour, etc. Perhaps use magnifying lens.
3. Limestone Activity-(from Earth Science for Kids book) Instructions are on Research Report
o This is an acid test. Vinegar is a weak acid. This test identifies rocks that have calcium
carbonate in them as they will fizz when vinegar is applied. Limestone, marble, calcite,
and chalk are all made of calcium carbonate and will fizz in the presence of vinegar.
4. Sedimentary Snack Bars Activity:
http://igs.indiana.edu/geology/rocks/rockcycleactivities/sedsnacks.cfm
o Follow the procedure as a class. Have different students come to the front to add different
items to the snack bars. Have students write in their Science Journal their observations
and thoughts about this activity.
5. Show pictures of Medicine Wheels in gardens. Briefly talk about the spiritual significance of
Medicine Wheels for First Nations people (use the PHG Medicine Wheel document for information
found on http://www.usask.ca/education/prairiehabitatgarden/) and the types of rocks they use and
why. (Grandfather rocks in medicine Wheel. When water gets between sedimentary rocks, they
can explode, so igneous rocks are used in Medicine Wheels and Sweat Lodges).
6. Read Magic School Bus Inside The Earth book to the students.
Crayon Rocks Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): How does heat and pressure
affect rocks?
Hypothesis (what do you think will happen): I think that when the crayon
shavings are squeezed
________________________________________________________________
__________________.
I think that when pressure is applied to the crayon shavings
________________________________________________________________
______________________________________________________.
I think that when the heat is applied to the crayon shavings that
________________________________________________________________
______________________________________________________.
Materials (per group):
o
o
o
o
2 squares of aluminum foil per group
different colour of crayon shavings
Candle
Tongs or clothespin
Method (what you did):
1. Put crayon shavings from different coloured crayons inside one
square of aluminum foil.
2. Fold the square so that the “sediment” shavings cannot fall out.
Fold the second piece of aluminum foil around the first packet.
3. Squeeze the foil packet between hands. Open up the package and
write down your observations.
4. Rewrap the package and step on it. Unwrap and write down your
observations.
5. Rewrap the package and hold foil packet over a lit candle with
tongs/clothespin to rotate slowly. When the package is cooled
down, open and write down your observations.
Results (what happened):
Observation
#1______________________________________________________________
________________________________________________________________
Observation #
2:______________________________________________________________
________________________________________________________________
Observation
#3:_____________________________________________________________
________________________________________________________________
Questions to answer:
2. When you squeezed the shavings, could you still see the individual
crayon shavings?
3. What kind of rock was formed when pressure was applied?
4. What kind of rock was formed when heat was applied?
5. Did the heat or pressure make the rock stick together better?
6. Where can you find real rocks being formed by heat and pressure?
Conclusion (what you learned): I learned that ___________________________
_______________________________________________________________
Application (how you can use what you learned):
________________________________________________________________
________________________________________________________________
Limestone Activity Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): How do rocks react to
vinegar?
Hypothesis (what do you think will happen): I think that when vinegar is poured
on the rocks _____________________________________________________
________________________________________________________________
________________________________________________________________
.
Materials (per group):
o
o
o
o
o
Rocks
One plastic cup for each rock
Vinegar
Chalk
Teaspoon
Method (what you did):
1.
2.
3.
4.
5.
Put each rock in a different cup.
Put a piece of chalk in a cup also.
Pour a teaspoon of vinegar on each sample.
Record what happened.
Group the rocks according to the way they responded to vinegar.
Results (what happened):
Conclusion (what you learned): I learned that ___________________________
_______________________________________________________________
Application (how you can use what you
learned):_________________________________________________________
________________________________________________________________
Lesson 10: Rocks-Keepers of the Earth Activity
Time: 2 hours
Materials:
o Keepers of the Earth – pages 57-63
o Plant Paint-various plant parts boiled to make a water colour type paint
Objectives:
o Art-history
o Earth Unit: 1.3, 2.1
CELS:
o Creative and Critical Thinking: Students will paint a picture with plant paint of their imaginative
journey as a rock. Students act out the types of rocks with their bodies.
DSLS:
o A2-Historic
o B1 Change-rocks change
1. Read legend found on page 57 of Keepers of the Earth.
2. Review the types of rocks and how they are formed. (The Rock Cycle)
3. Discuss questions 1-6 as a class (found on page 61).
4. Rock to Rock Activity-students pretend they are rocks as they listen to story, then students paint a
picture of their experience as a rock with the plant paint. Plant paint is made from making dye by
boiling plant parts in water. Talk about the history of dyes (for example, how you can’t get purple
from plants and it’s the colour of royalty). http://www.quilthistory.com/dye.htm (background history
on colour)
5. OPTIONAL: The students could make recycled paper to do this on.
6. Rock Charades Activity: have students act out with their bodies the different types of rocks
Assessment: Have students self-assess their art work by answering the following: “Tell me what is good
about your piece of art?”
Lesson 11: Volcanoes, earthquakes, glaciers
Time: 1 hour
Materials:
o Several colours of clay
Objectives:
o Earth 1.3, 2.1
CELS:
o PSVS-working in groups.
o CCT-students critically analyze the formation of glaciers by doing a couple activities
DSL’s
o C3 Observing and Describing-Students observe and describe the effects of volcanoes,
earthquakes, and glaciers.
Lesson
o
o
o
o
o
o
1. Earthquakes and volcanoes can change the earth’s crust.
2. Earthquake Activity page 130 from Earth Science Activities book.
Make a flat sheet with one colour of clay.
Make a few more sheets of clay, the same size, but with varying thicknesses.
Stack several layers of clay on top of each other.
Have one hand on each end and push towards the middle of the sheet of clay.
Ask students to describe what happened as a class, then have them write a sentence in their
Science journals about what happened.
Explain that the layers of clay are like the layers of rock on the earth’s surface. When the rocks are
forced together, like the clay was forced, this causes earthquakes. Explain that the cracks in the
layers of clay are joints. Rock layers can shift at joints. Faults are cracks where movement has
happened.
3. Glacier activity: Read students the story on page 86 of the SNG Education Guide and do
the glacier activity on page 87 of SNG Education Guide.
http://www.meewasin.com/education/programs/natural_grasslands/
Build a Glacier Activity
o Have the students build glaciers according to the following directions and have
them write their observations in their own words in their Science Journals.
o Before this activity is taught, freeze a 1 litre milk cartons of water and fill a large
pan with soil and sand for each group.
o Have students push the soil and sand to one end of the pan. This represents the
land before the glaciers arrived.
o Peel the carton away from the frozen water to have ice blocks. Press the ice into
the soil and sand.
o Prop up the soil/ice end of the pan.
o Throughout the day, check to see the changes caused by the melting ice, looking
at the soil movement, and lakes/rivers being formed.
4. Glacier activity 2: Instructions on Glacier Research Report
o Have the students discuss how they think this is like the forming of a glacier. As
snow accumulates over time, the snow’s weight compacts the lower layers into
ice. Glaciers form after this accumulation continues for several seasons. In the
experiment, the rocks represent the heavy upper snow layers. The lid on the jar is
used to prevent the marshmallows from drying out so that the experiment can
continue for a longer period of time
Assessment and Evaluation: Evaluate the research report with the research report rubric.
Glaciers Research Report
Name:__________________________________
Question/Purpose (what do you want to find out): How is Snow Compacted Into
Ice to Form Glaciers?
Hypothesis (what do you think will happen): I think that if the marshmallows are
compacted, then the marshmallows will _______________________________
______________________________________________________________.
Materials (per group):
o
o
o
o
o
o
o
Clear, tall, narrow jar with lid
Rocks
Scissors
Cardboard
Masking tape
Marshmallows
pencil
Method (what you did):
1. Loosely fill the jar with marshmallows.
2. Use the cardboard to cut a circle that fits inside the jar and that does not
touch the sides of the jar.
3. Put rocks on top of the cardboard circle.
4. Place a strip of masking tape on the outside of the jar going from top to
bottom.
5. Make a mark on the masking tape of the level of the cardboard.
6. Put the lid on the jar.
7. For the next four days, check the jar twice a day to make a pencil mark on
the masking tape of the level of the cardboard.
Results (what happened):
Conclusion (what you learned): I learned that
________________________________________________________________
_______________________________________________________________.
Application (how you can use what you
learned):_________________________________________________________
_______________________________________________________________.
Lesson 12: Researching Artists
Time:2-3 hours
Materials:
o Internet
o Books about Canadian environmental artists
Art Objectives (from curriculum guide):
o Become aware of the variety of art works in Saskatchewan and Canada, including the works of
First Nation and Métis artists
o Know that libraries, art galleries, and the Internet are sources of information about artists and their
work
o Understand that art works are created for a variety of reasons
o Cultural/historical
CELS:
o TL: Students use the internet and books to research an artist.
o IL: Students independently research.
Lesson:
1. Research an artist from a given list of Canadian environmental artists.
http://wwar.com/masters/nationalities/ Students research on the internet and in books. This lesson
will take place over a few days.
2. Teach the students how to reference their research. A simple reference system such as putting
the number of the reference in brackets and having a reference page could be used.
Example: The artist enjoys painting landscapes (2).
Reference Page
1. Source, author, publisher, date
2. Source, author, publisher, date
3. Have the students answer the following questions and then write it in paragraphs with complete
sentences to make a report to put in their book.
What is the name of your Canadian environmental artist?
Where does she or he live?
What type of art does she or he do?
What are some of his or her works? Describe 2 of these works in detail.
How does your artist’s art promote the environment?
Why did your artist choose to be an artist?
What are 2 more important interesting facts that you have learned about this artist and his or her artwork?
Assessment and Evaluation: Come up with a rubric as a class to use to mark their research reports. Add
this final report to the Research Portfolio.
Review for quiz in class by going through the Research Portfolios with the students and send review sheets
home. Have the students create one last piece of artwork where they draw or paint a summary of what
they have learned in this Prairie Habitats unit.
Lesson 13: Quiz
20-30 minutes
Short quiz about the basics from the unit, just to evaluate that the students have understood the main
points.
Some questions could be:
Label the parts of the flower and write the function of the parts.
Label the 3 layers of the earth.
What is the difference between weathering and erosion?
Name one artist we learned about.
Name 2 things you learned on the field trip to the Grasslands.
Name the four layers of soil.
Name the 3 types of rocks and give a sentence about how they are formed.
Evaluate this unit with 2 stars (things you liked) and a wish (something that you wished):