Environment and Community Awareness

• Explore familiar places and things in the environment and community

• Show curiosity and willingness to learn about the environment and community

Personal and Social Responsibility

• Accept and practice responsibility
  

Physical Skills and Well-Being

• Develop attitude and behaviours that promote a healthy lifestyle, wellness and safety for self and others.

Science – Topic E: Needs of Plants and Animals

1-11 Describe some common living things, and identify needs of those living things.

1. Identify ways in which living things are valued; e.g., as part of a community of living things; as sources of food, clothing or shelter.

2. Classify some common local plants and animals into groups on the basis of visible characteristics; e.g., adaptations for survival, such as claws, beaks, prickles.

3. Identify examples of plants and animals that are normally under human care (domesticated) and those that are normally independent of human care (wild).

6. Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space; and recognize that we must provide these for animals in our care.

4. Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.

Science – Topic E: Small Crawling and Flying Animals

2-10 Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed.

1. Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally.

3. Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special characteristics that help the animal survive in its home.

4. Identify each animal's role within the food chain. To meet this expectation, students should be able to identify the animals as plant eaters, animal eaters or decomposers and identify other animals that may use them as a food source.

5. Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.

6. Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen senses and flight.

Science – Topic E: Animal Life Cycles;

3-10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments.

1.Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone.

3.Predict the next stages in the growth and development of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in their developmental sequences. Identify the food needs of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and describe changes in how each animal obtains food through different stages of its life.

5.Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space.

6.Recognize adaptations of a young animal to its environment, and identify changes in its relationship to its environment as it goes through life; e.g., tadpoles are adapted for life in an aquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments.

7.Identify examples of environmental conditions that may threaten animal survival, and identify examples of extinct animals.

8. Recognize that habitat preservation can help maintain animal populations, and identify ways that student actions can assist habitat preservation.

Social Studies: 3.2 Global Citizenship

3.2.2 - explore the concept of global citizenship by reflecting upon the following questions for inquiry:

• What are some environmental concerns that Canada and communities around the world share?

• In what ways can individuals and groups contribute to positive change in the world

Science – Waste in Our World
4-5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials.

1.dentify plant and animal wastes, and describe how they are recycled in nature.

2.Identify and classify wastes that result from human activity.

3. Describe alternative methods of disposal.

4.Distinguish between wastes that are readily biodegradable and those are not.

6.Identify methods of waste disposal currently used within the local community.

7. Identify waste that may be toxic to people and to the environment.

9.Identify ways in which materials can be reused or recycled.

10.Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes

Social Studies– 4.1: Alberta: A Sense of the Land

4.1.1 - value Alberta's physical geography and natural environment:

• appreciate how land sustains communities and quality of life

• demonstrate care and concern for the environment through their choices and actions

4.1.2 - examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues:

• What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)?

• How are Alberta's provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta's natural environment?