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Grade 5: Earth & Space Systems
Grade 5: Earth & Space Systems
Conservation of Energy and Resources
Conservation of Energy and Resources
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to focus on the food they eat and investigate the energy it takes to produce and transport it their dinner plate. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
Nature Journaling is an incredible tool for students to focus on the food they eat and investigate the energy it takes to produce and transport it their dinner plate. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add leaves into the journal using tape
Count the birds/squirrels/insects etc.
Measure as much of the phenomena as the students can using non standard and standard units of measurement.
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encourage to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Sweet Water - Importance of Heat
Sweet Water - Importance of Heat
An important part of this land is the trees. We, in Southern Ontario, are extremely fortunate to live next to our special Sugar Maple trees. Long before Europeans arrived on this land Indigenous people received the gift of sweet water from the maple trees. This provided them a much needed first harvest of the year. Sweet water, commonly known as sap, contains minerals, oligosaccharides, amino acids, organic acids, and phenolic compounds.
An important part of this land is the trees. We, in Southern Ontario, are extremely fortunate to live next to our special Sugar Maple trees. Long before Europeans arrived on this land Indigenous people received the gift of sweet water from the maple trees. This provided them a much needed first harvest of the year. Sweet water, commonly known as sap, contains minerals, oligosaccharides, amino acids, organic acids, and phenolic compounds.
Energy is evident from the very beginning of the life of a tree all the way through to the taste test we, at the PDSB field centres, provide at the sugar shack. Consider how energy, being neither created nor destroyed, is observed and experienced throughout every stage of the gift that is provided from the trees. Explain how energy is evident in the following:
Energy is evident from the very beginning of the life of a tree all the way through to the taste test we, at the PDSB field centres, provide at the sugar shack. Consider how energy, being neither created nor destroyed, is observed and experienced throughout every stage of the gift that is provided from the trees. Explain how energy is evident in the following:
Photosynthesis
The movement of sap in the trees
The collection of sap
The making of maple syrup in the evaporator
The use of the sugar shack to make the process more efficient
Now get outside and thank the trees for all they provide. Remember they are alive even in the winter time, but need to slow down and conserve energy during the cold months. Sound familiar?
Now get outside and thank the trees for all they provide. Remember they are alive even in the winter time, but need to slow down and conserve energy during the cold months. Sound familiar?
Curriculum Link:
see Media Literacy
see Matter & Energy
see Life Systems
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Where Is Here?
Where Is Here?
Environmental Conservation
Environmental Conservation
Before beginning this activity complete the activities in Geometry & Spatial Sense, Writing and Oral Communication.
Before beginning this activity complete the activities in Geometry & Spatial Sense, Writing and Oral Communication.
You have succeeded in reaching one alien but why not more? It is a well known fact that aliens are concerned about the environment. Get outside and/or research your local environment to find the following information:
You have succeeded in reaching one alien but why not more? It is a well known fact that aliens are concerned about the environment. Get outside and/or research your local environment to find the following information:
The landscape: What can you actually see? What natural vegetation exists (flora)? What kinds of colours and patterns are visible? What local natural zones exist nearby? Is the land around the place flat or mountainous? What is the nearest water source?
The climate/weather: What is the weather like at that moment? What are typical patterns of weather?
The (wild) life (fauna): Who lives in the neighbourhood?
Knowing all of the above information, what energy conservation efforts are happening in your area, or could happen in your area, that you could share with the alien race to help attract them to your location.
Want to increase the chances of reaching more aliens? Check out the activity in Media Literacy.
Curriculum Links:
see Writing
see Media Literacy
NOTE: This can be used with the Nature Journaling activity at the top of the page.
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