IMAGINE INSPIRING YOUR STUDENTS TO COLLABORATE WITH REAL SCIENTISTS

That's what this is about! The Community Science program takes students into nature to contribute to real-world science documentation - information that can make a difference to our understanding and protection of the natural world. Our aim is to get students outside, make scientific observations in the natural world, and submit these observations to assist the work of professional scientists

There are three Community Science experiences being offered: "Birds," "Pollinators," and "Urban Wildlife." Our Community Science program will come into your classroom (in-person or virtually) to introduce your students to the fun world of citizen science! This experience is offered in partnership with Green Calgary.

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Our educators bring you into the world of citizen science and guide you through collecting local data to submit to real-life scientists around the world!

What teachers & students are saying

“I liked how the presenter knew the students so well and connected so well with the class. Even though it had to be virtual, there were interactive and discussion points that definitely impacted the students.”

– Mrs. Taylor, Gr. 8 teacher, RancheView School, Cochrane
“I very much appreciate the "Citizen Scientist" approach that challenges students to make a difference on behalf of the environment in the real world with their families and with their classmates.”

– Bill Belsey, Gr. 5 teacher, RancheView School, Cochrane
“Amazing facilitators/educators. I loved how connected they became with the groups, checking in on each of us, providing more scientific knowledge and background and really engaging the children in the learning! Also, after the program, the time during the child surveys watching the connection and how the leaders spoke with a couple of the children was beyond incredible."

"It is evident how passionate, caring, and wonderful they both are! I loved that, even though some of the scientific language was large the explanation came to help the children understand and really love nature and the natural world!”

– Ms. Langman, K-3 Educator, Boys and Girls Club of Cochrane

Which grade levels is this experience for?

Grade 3
Grade 6
Grade 7
Grade 9

Which modalities are available for this experience?

INDOOR

We will visit you in your classroom or community space twice for a 1-hour and 2-hour visit.

VIRTUAL

A 1 hour online extravaganza! With interaction, discussion, and activities, we'll make sure to bring all the online fun!

SCHOOLYARD

We will meet you in your schoolyard or green space and show you how to make most of these invaluable pockets of nature!

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*Please note: The “Pollinators” program is only offered in April through October.

HOW WILL CPAWS SUPPORT STUDENT LEARNING AND CURRICULUM GOALS?

Core Competencies

Critical Thinking
Managing Information
Communication
Collaboration
Cultural and Global Citizenship

Explore Curriculum Connections by Grade Level

Science, Topic E: Animal Lifecycles

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

3-11 Identify requirements for animal care.

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.

4.Demonstrate awareness that parental care is characteristic of some animals and not of others and identify examples of different forms of parental care.

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

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

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

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

Science, Topic E: Trees and Forests

6-10 Describe characteristics of trees and the interaction of trees with other living things in the local environment.

1. Identify reasons why trees and forests are valued. Students meeting this expectation should be aware that forests serve as habitat for a variety of living things and are important to human needs for recreation, for raw materials and for a life-supporting environment.

2.Describe kinds of plants and animals found living on, under and among trees; and identify how trees affect and are affected by those living things.

8.Identify human uses of forests, and compare modern and historical patterns of use.

9. Identify human actions that enhance or threaten the existence of forests.

10. Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken.

Social Studies, 6.1 Citizens Participating in Decision Making

6.1.6 - analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following questions and issues:

How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)?
How individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)

Science, Unit A: Interactions and Ecosystems

1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

illustrate how life-supporting environments meet the needs of living things for nutrients, energy source, moisture, suitable habitat and exchange of gases.

describe examples of interaction and interdependency within an ecosystem.

analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions

2.Trace and interpret the flow of energy and materials within an ecosystem

Analyze ecosystem to identify biotic and abiotic components and describe interactions among these components.
Analyze ecosystems to identify producers, consumers, and decomposers to describe how energy is supplied to and flows through a food web

4.Describe the relations among knowledge, decisions and actions in maintaining life-supporting environments

Identify intended and unintended consequences of human activities within local and global environments.
Analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and consequences

Science, Unit B: Plants for Food and Fibre

1. Investigate plant uses; and identify links among needs, technologies, products and impacts

Illustrate and explain the essential role of plants within the environment
Describe human uses of plants as sources of food and raw materials, and give examples of other use

Science, Unit A: Biological Diversity

1.Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival.

Observe variation in living things and describe examples of variation among species within species.
Identify examples of niches, and describe the role of variation in enabling closely related living things to survive in the same ecosystem.
Investigate and interpret dependencies among species that link the survival of one species to the survival of others.
- Identify examples of symbiotic relationships.
- Classify symbiotic relationships as mutualism, commensalism or parasitism.
Identify the role of variation in species survival under changing environmental conditions

4.Identify impacts of human action on species survival and variation within species, and analyze related issues for personal and public decision-making.

Describe the relative abundance of species on Earth and in different environments
Describe ongoing changes in biological diversity through extinction and extirpation of native species, and investigate the role of environmental factors in causing these changes.
Evaluate the success and limitations of various local and global strategies for minimizing loss of species diversity

Social Studies, 9.2 Issues for Canadians: Economic Systems in Canada and the United States

9.2.6 Assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues:

How do government decisions on environmental issues impact quality of life.

Continue your discoveries at home with these activities!

Bring Nature Home is our online database of tried-and-tested CPAWS Southern Alberta activities! Here are some ways that you can bring nature home (or to the classroom) today!