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How Animals Stay Warm and Dry in Cold Weather
How Animals Stay Warm and Dry in Cold Weather
Materials Needed
Rubber gloves
Ice water (in a large bowl or bucket).
Thermometer (optional, to measure the water temperature).
Various insulating materials:
Cotton balls (to represent wool).
Plastic wrap (to represent waterproof feathers).
Fabric (to represent a thick coat of fat or fur, like a cow’s).
Bubble wrap or foam sheets (to mimic fat insulation).
Objective:
Students will explore how animals like ducks (with waterproof feathers), sheep (with wool), and cows (with thick fat and fur) adapt to cold weather by testing how different "insulation" methods help keep hands warm and dry in icy water.
Procedure:
First, students put their hand inside just a rubber glove (skin)
Next, students will wrap the glove with plastic or bubble wrap to represent waterproof feathers. (duck)
Then, students wrap the glove in cotton balls to represent wool. (sheep)
Lastly, students wrap the globe in foam sheets or shaving foam to represent fat/insulation. (cow)
Discussion:
Without insulation: The hand will be cold and wet, mimicking how animals would feel if they didn’t have any special adaptations.
With waterproof insulation (plastic wrap): The hand stays drier, similar to how ducks stay dry with their waterproof feathers.
With wool or fat insulation (cotton balls or foam): The hand stays warmer, just like how sheep’s wool or a cow’s fat and fur help keep them warm.
Curriculum Goals
Science
Language Arts
Charter Goals
I can describe characteristics and features of animals in our farmyard
Charter Methods
Experiential Learning
Educational Workshop
Individualized Program Plans
Tiered Lesson Planning
Learning Journals
Sensory, graphic & interactive scaffold learning
Teacher-centered instruction
Hybrid style of learning
STEM
Grade 1 Reader's Theatre - "Winter on the Farm"
Summary
On National Milk Day, celebrated on January 11th, our class learned about the fascinating journey of milk from dairy cows to our homes. We explored the entire process, from the farm to the packaging, discussing how milk is collected, processed, and delivered to grocery stores.
As part of the celebration, students had the chance to taste milk and describe it using all their senses, noting its colour, taste, and smell. They also compared regular milk with milk alternatives, reflecting on the differences and preferences. In our discussion, we highlighted how many Indigenous individuals experience lactose sensitivity, as milk was not traditionally part of their diets. This topic encouraged students to understand different cultural perspectives on food and nutrition.
The fun continued with a hands-on experiment where students turned milk into plastic, learning about the science behind the process. We also talked about how in the past, cows were milked by hand, and how today, modern machinery has made the process much more efficient. To cap off the day, the students got creative by pretending to milk a cow using a rubber glove, giving them a fun, interactive way to experience the traditional method of milking. It was both educational and memorable as they connected history with the science of milk!
Curriculum Goals
Science
Language Arts
Social
Charter Goals
I can identify animals in our farmyard roles in society
I can identify ways that agricultural products are part of and move through the economy
FMNI - Importance of plants and animals
Charter Methods
Experiential Learning
Educational Workshop
Individualized Program Plans
Independent student research projects
Tiered Lesson Planning
Learning Journals
Sensory, graphic & interactive scaffold learning
Teacher-centered instruction
Hybrid style of learning
STEM
Other activities that can be done with this lesson:
Making ice cream in a can and have students kick it around
Making butter in a jar and have students take turns shaking it
National Milk Day
National Milk Day
Materials Needed
Rubber gloves (for milking experience)
Cow Milk (for milking experience and consuming)
Oat Milk (or other dairy alternative for consuming)
To turn milk into plastic you will need:
1 cup of full cream milk
4 teaspoons of white vinegar
Measuring cups and mixing spoons
A microwave safe mug or bowl to hold the milk
Paper towels
Each cup of milk will produce enough plastic for 1-2 students.
Procedure for Milk Plastic:
Pour 1 cup of milk into a microwave safe container and heat it in the microwave until it’s steaming – about 1 minute at full power. The milk should be hot enough to make a hot drink but not boiling.
Add 4 teaspoons of white vinegar to a heat resistant container or mug, then pour the hot milk over top. As the vinegar and milk mix, the curds should begin to separate into white clumps. Gently stir the vinegar and milk mixture for a few seconds to speed up the process.
Separate the curds. Take your paper towels and create a stack of 3-4 sheets. Using a spoon, carefully separate the milk curds from the liquid in the cup, spooning the curds out onto the paper towel.
Wait for the curds to cool slightly and then pat them dry. You want to absorb as much liquid as you can from the curds.
The cooled, dried curds can now be kneaded together like bread dough until they form a nice cohesive ball. This ball will look a little rough and lumpy no matter what you do, but it should be kneaded well to make sure it can be shaped without falling apart.
This is the fun part! Milk plastic can be mixed with additives like food colouring and glitter as decoration. You can also mould the plastic into any shape you’d like or use cookie cutters to cut out specific shapes.
The final part of the process is to leave your plastic creation on a paper towel and let it dry for 48 hours. In that time it will dry into a hard plastic shape that students can take home!
Discussion:
Talk to students about what they might have noticed that caused this chemical reaction.
Classroom Grass
Classroom Grass
Summary
The students recently planted cat grass to help feed the animals in the barnyard, ensuring the animals have fresh, nutritious treat to enjoy. As part of their ongoing project, they are also tracking the times they feed the ducks, hoping to see if a consistent feeding schedule will encourage egg production. This hands-on activity combines gardening and animal care while teaching responsibility and observation.
Observations (5 senses)
The grass grew really quick
it smelt bad when we came back from our 2 week break and it got moldy and died
Curriculum Outcomes:
Math
Measuring how long the grass is
Science
Make observations using various senses.
Record observations as data.
Reflect on recorded data to make conclusions.
Describe personal experiences related to how humans take care of plants and animals.
Identify personal and group actions that demonstrate responsibility and care for nature.
Charter Outcomes:
I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)
I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)
I can plant and harvest my own crop
Charter Methods:
1. Experiential Learning
2. Educational Workshop
4. Individualized Program Plans
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Planting the grass
Planting the grass
Students helped prep the soil to plant our grass seeds.
Cutting the grass
Cutting the grass
Students are in charge of cutting the grass to feed the animals.
Feeding the ducks
Feeding the ducks
Students get to not only feed the ducks, but also the other animals!
Pumpkins
Pumpkins
Summary
Students had the opportunity to explore the fascinating world of pumpkins! They learned about the pumpkin life cycle, from seed to fruit, and discussed what pumpkins need to grow, such as sunlight, water, and space. The class also talked about the many ways pumpkins can be used, from cooking delicious meals like pumpkin pie to decorating for fall. Students shared how they enjoy using pumpkins at home, whether it’s carving them for Halloween or making tasty pumpkin treats. The lesson was filled with fun, creativity, and plenty of pumpkin excitement!
Curriculum Outcomes:
Math
Recognize cycles encountered in daily routines and nature.
Identify familiar shapes in various sizes and orientations.
Collecting data and forming graphs
Comparing groups
Science
Make observations using various senses.
Record observations as data.
Reflect on recorded data to make conclusions.
Determine how a local environment meets the basic needs of plants and animals.
Describe personal experiences related to how humans take care of plants and animals.
Discuss how humans depend on plants and animals to meet their basic needs.
Discuss benefits of spending time in nature.
Identify personal and group actions that demonstrate responsibility and care for nature.
Art
Natural forms have different surface qualities in colour, texture and tone.
Animals and plants can be represented in terms of their proportions.
All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
Charter Outcomes:
I can identify how agriculture meets basic human needs
I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)
I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)
I can identify my crop’s use in society
Charter Methods:
1. Experiential Learning
2. Educational Workshop
4. Individualized Program Plans
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
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