Curriculum Links
Topics for talks and the associated links to the New Alberta Science Curriculum are as follows:
Pre-K
Falcons / Owls / Hawks / Raptors of Alberta – Pre-K
Kindergarten
Falcons / Owls / Hawks of Alberta
Relates to learning outcome “Children examine and describe surrounding environments” by touching on the following:
Knowledge
Environments include plants, humans, and other animals.
Environments include land, water, and air.
Environments can be protected in many ways, such as reducing waste, reusing, recycling
Environments can be respected in many ways, such as not littering and caring for nature
Skills and Procedures
Demonstrate respect while interacting with environments.
Discuss the importance of protecting and respecting environments.
Identify ways to protect and respect environments.
Relates to learning outcome “Children explore movement of objects, humans, and other animals” by touching on the following:
Knowledge
Humans and other animals can move in a variety of ways, such as flying, crawling, hopping, and swimming.
Reasons for human and other animal movement include seeking food and water, exercising and playing, and escaping danger.
Skills and Procedures
Observe and imitate how animals can move.
Identify various ways that humans and other animals can move.
Relates to learning outcome “Children examine properties of objects” by touching on the following:
Knowledge
The five senses are sight, touch, hearing, smell, taste
Grade 1
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students investigate direction, pathway, and speed of moving objects and animals” by touching on the following:
Knowledge
Objects or animals move along pathways in a variety of ways
Skills and Procedures
Observe and describe the direction, pathway, and speed of objects or animals.
Describe and record ways objects or animals move along different pathways.
Covers learning outcome “Students investigate and examine needs of plants and animals” with emphasis on the following:
Knowledge
Animals are living things that can grow and that need to find food.
Plants and animals exist in all shapes and sizes.
A variety of plants and animals exist and are dispersed over Earth.
Diverse plants and animals can be found in many environments in Alberta, such as forests, prairies, lakes and rivers, and mountains
Basic needs of plants and animals include food, water, air, and shelter.
Ways humans can help meet the needs of plants or animals include watering plants, taking care of domestic animals, and respecting environments.
Skills and Procedures
Share examples of plants and animals native to Alberta and Canada.
Determine how a local environment meets the basic needs of plants and animals.
Discuss the movement of local animals from place to place to meet their needs.
How Birds Survive Winter
Covers learning outcome “Students analyze environments and investigate interactions and changes” with emphasis on the following:
Knowledge
The four seasons in Alberta are summer, autumn or fall, winter, and spring.
Many seasonal changes appear in environments, such as snow covering the ground, snow melting, the surface of lakes and other bodies of water freezing, rivers flowing fast or slow
Seasonal changes appear in plants and animals, such as camouflage in animals, leaves changing colour and falling, flowers blooming, crops and plants greening and growing.
Migration is the regular movement patterns of animals from one area to another, usually in response to seasonal changes.
Hibernation allows animals to survive the winter with little or no food, usually by sleeping for long periods of time.
The responsibility to care for environments is shared by all people and is fulfilled by showing respect for and protecting all aspects of nature.
Skills and Procedures
Discuss how changes in the appearance of environments, plants, and animals are related to the seasons.
Investigate animal behaviour throughout the seasons, including migration and hibernation.
Relates to learning outcome “Students investigate and examine needs of plants and animals” by touching on the following:
Knowledge
Basic needs of plants and animals include food, water, air, and shelter.
Ways humans can help meet the needs of plants or animals include watering plants, taking care of domestic animals, and respecting environments.
Skills and Procedures
Discuss the movement of local animals from place to place to meet their needs.
Relates to learning outcome “Students engage in and describe investigation” by touching on the following:
Knowledge
Investigations are carried out by a variety of individuals or groups, such as teachers, students, scientists, police, and doctors
Steps followed during an investigation include asking questions, making predictions, gathering data, and forming conclusions
Scientists can keep records of data in record books or computers.
Skills and Procedures
Describe steps of an investigation.
Grade 2
How Birds Survive Winter
Relates to learning outcome “Students investigate the growth and development of plants and animals and consider their relationship to humans” by touching on the following:
Knowledge
Some human behaviours can positively affect plants and animals, such as reducing, reusing, recycling, and repurposing; recovering natural areas; protecting natural spaces; and creating parks.
Some human behaviours can negatively affect plants and animals, such as littering, polluting, using up materials from nature that plants and animals need to live, introducing plants and other animals that are not native to the area.
Skills and Procedures
Discuss ways to respect plants and animals while interacting in various environments.
Explain positive and negative impacts of human behaviour on plants and animals.
Relates to learning outcome “Students examine investigation and explain how it is influenced by purpose” by touching on the following:
Knowledge
Investigations are conducted for purposes such as answering questions, building knowledge, satisfying curiosity, and problem solving.
Procedures scientists use to guide investigations include asking questions, making predictions, planning the investigation, observing and recording data, analyzing data, reaching conclusions, and discussing observations and conclusions.
Data collected by people performing the same investigation can be combined.
Skills and Procedures
Explore various purposes for conducting an investigation.
Describe procedures of an investigation.
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students investigate Earth, its landforms, its bodies of water, and its relationship to the Sun” by touching on the following:
Knowledge
Alberta has many different landforms, such as plateaus, mountains, valleys, hills, and prairies.
Skills and Procedures
Identify landforms that are found locally or in Alberta.
Covers learning outcome “Students investigate the growth and development of plants and animals and consider their relationship to humans” with emphasis on the following:
Knowledge
Some human behaviours can positively affect plants and animals, such as reducing, reusing, recycling, and repurposing; recovering natural areas; protecting natural spaces; and creating parks.
Some human behaviours can negatively affect plants and animals, such as littering, polluting, using up materials from nature that plants and animals need to live, introducing plants and other animals that are not native to the area.
Offspring are the children of plants or animals.
A life cycle shows the different stages of life that a plant or an animal goes through.
Skills and Procedures
Discuss ways to respect plants and animals while interacting in various environments.
Explain positive and negative impacts of human behaviour on plants and animals.
Discuss and compare life cycles of various plants and animals.
Relates to learning outcome “Students examine investigation and explain how it is influenced by purpose” by touching on the following:
Knowledge
Investigations are conducted for purposes such as answering questions, building knowledge, satisfying curiosity, and problem solving.
Procedures scientists use to guide investigations include asking questions, making predictions, planning the investigation, observing and recording data, analyzing data, reaching conclusions, and discussing observations and conclusions.
Data collected by people performing the same investigation can be combined.
Skills and Procedures
Explore various purposes for conducting an investigation.
Describe procedures of an investigation.
Grade 3
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students analyze changes in Earth’s surface and explain how its layers hold stories of the past” by touching on the following:
Knowledge
Human activities that can change Earth’s surface include living on the land, building towns and cities, getting and using resources, growing crops and farming (agriculture), polluting, and stewardship.
Plant and animal activities can change Earth’s surface, such as overpopulation, using resources, parasite infestation (e.g. mountain pine beetle), and animals burrowing.
Fossilized dinosaur bones found in many locations around the world show that dinosaurs lived on Earth millions of years ago.
Skills and Procedures
Relate human activities to changes in Earth’s surface.
Relate activities of plants and animals to changes in Earth’s surface.
Discuss the interconnectedness between human activities and responsibilities for maintaining Earth.
Covers learning outcome “Students analyze and describe how plants and animals interact with each other and within environments” with emphasis on the following:
Knowledge
A food chain shows the order in which plants and animals depend on each other for food.
A food chain represents one possible way that plants and animals interact.
Plants and animals are part of many different food chains.
Carnivores eat only animals.
Herbivores eat only plants.
Omnivores eat both animals and plants.
Animals can use senses to detect the presence of food, predators, or other plants and animals.
Plants and animals in local environments can be protected by actions such as respectfully interacting with nature, minimizing disturbance to plants and animals, being aware of animal crossings, following fishing and hunting regulations, and counting and tracking populations.
Plants and animals may depend on each other and their environments for survival, such as for food and habitat.
Skills and Procedures
Classify animals in a food chain as carnivores, herbivores, or omnivores.
Investigate and discuss how plants and animals respond to stimuli in their environments in order to survive.
Reflect on and share actions that can be taken to protect plants and animals in local environments.
Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive.
Relates to learning outcome “Students relate investigation to building knowledge” by touching on the following:
Knowledge
Techniques that can be used to improve the accuracy of data include choosing appropriate tools, carefully measuring, and demonstrating objectivity.
Data can be analyzed by making connections to previous knowledge, comparing for accuracy, asking questions, noticing changes, discussing, and collaborating.
Analysis of data can spark new questions for investigation.
Skills and Procedures
Reflect on how conducting an investigation contributes to building knowledge.
Wetland Conservation
Relates to learning outcome “Students investigate and analyze how materials have the potential to be changed” by touching on the following:
Knowledge
The water cycle is a process in which water on Earth moves continuously between bodies of water, land, and the atmosphere.
In the water cycle, water changes state from a liquid to a gas through evaporation, forms clouds through condensation, then falls back to Earth in a liquid or solid state (precipitation).
Skills and Procedures
Discuss ways to respect water in local environments.
Relates to learning outcome “Students analyze changes in Earth’s surface and explain how its layers hold stories of the past” by touching on the following:
Knowledge
Human activities that can change Earth’s surface include living on the land, building towns and cities, getting and using resources, growing crops and farming (agriculture), polluting, and stewardship.
Plant and animal activities can change Earth’s surface, such as overpopulation, using resources, parasite infestation (e.g. mountain pine beetle), and animals burrowing.
Skills and Procedures
Relate human activities to changes in Earth’s surface.
Relate activities of plants and animals to changes in Earth’s surface.
Discuss the interconnectedness between human activities and responsibilities for maintaining Earth.
Relates to learning outcome “Students analyze and describe how plants and animals interact with each other and within environments” by touching on the following:
Knowledge
Plants and animals in local environments can be protected by actions such as respectfully interacting with nature, minimizing disturbance to plants and animals, being aware of animal crossings, following fishing and hunting regulations, and counting and tracking populations.
Plants and animals may depend on each other and their environments for survival, such as for food and habitat.
Skills and Procedures
Reflect on and share actions that can be taken to protect plants and animals in local environments.
Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive.
Relates to learning outcome “Students relate investigation to building knowledge” by touching on the following:
Knowledge
Techniques that can be used to improve the accuracy of data include choosing appropriate tools, carefully measuring, and demonstrating objectivity.
Data can be analyzed by making connections to previous knowledge, comparing for accuracy, asking questions, noticing changes, discussing, and collaborating.
Analysis of data can spark new questions for investigation.
Skills and Procedures
Reflect on how conducting an investigation contributes to building knowledge.
Bird Conservation and Climate Change
Relates to learning outcome “Students analyze changes in Earth’s surface and explain how its layers hold stories of the past” by touching on the following:
Knowledge
Human activities that can change Earth’s surface include living on the land, building towns and cities, getting and using resources, growing crops and farming (agriculture), polluting, and stewardship.
Plant and animal activities can change Earth’s surface, such as overpopulation, using resources, parasite infestation (e.g. mountain pine beetle), and animals burrowing.
Earth is warming up from natural and human causes, which is accelerating the melting of glaciers.
Skills and Procedures
Relate human activities to changes in Earth’s surface.
Relate activities of plants and animals to changes in Earth’s surface.
Discuss the interconnectedness between human activities and responsibilities for maintaining Earth.
Relates to learning outcome “Students analyze and describe how plants and animals interact with each other and within environments” by touching on the following:
Knowledge
Plants and animals in local environments can be protected by actions such as respectfully interacting with nature, minimizing disturbance to plants and animals, being aware of animal crossings, following fishing and hunting regulations, and counting and tracking populations.
Plants and animals may depend on each other and their environments for survival, such as for food and habitat.
Skills and Procedures
Reflect on and share actions that can be taken to protect plants and animals in local environments.
Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive.
Relates to learning outcome “Students relate investigation to building knowledge” by touching on the following:
Knowledge
Techniques that can be used to improve the accuracy of data include choosing appropriate tools, carefully measuring, and demonstrating objectivity.
Data can be analyzed by making connections to previous knowledge, comparing for accuracy, asking questions, noticing changes, discussing, and collaborating.
Analysis of data can spark new questions for investigation.
Skills and Procedures
Reflect on how conducting an investigation contributes to building knowledge.
Grade 4
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students investigate the systems of Earth and reflect on how their interconnections sustain life” by touching on the following:
Knowledge
Conservation can involve creating local, provincial, and national parks.
Conservation can be practised through personal actions, including use of electricity (e.g. turning off lights when leaving a room), use of water (e.g. taking shorter showers), reducing waste (e.g. using reusable packaging).
Conservation can be practised through community or global actions, such as use of energy-efficient alternatives (e.g. solar panels), supplying water to support crops (irrigation), and community recycling or composting programs.
Skills and Procedures
Investigate conservation practices in natural and human-made areas.
Describe examples of personal actions that contribute to conservation in daily life.
Covers learning outcome “Students analyze organisms and relate external structures to functions” with emphasis on the following:
Knowledge
Organisms are living things that respond to stimuli and include plants, humans, and other animals.
Structures, including body parts, are features of organisms that serve a purpose or function.
Functions of external structures in an organism include eating, moving, protecting, sensing, and reproducing.
Sensory organs in animals help them meet their needs in various ways, such as by detecting food, other animals, danger, and temperature.
Skills and Procedures
Relate the external structures of animals to their functions, excluding reproduction.
Compare external structures of various plants and animals in relation to function.
Relate sensory organs of animals to their survival.
Wetland Conservation
Covers learning outcome “Students investigate the systems of Earth and reflect on how their interconnections sustain life” with emphasis on the following:
Knowledge
Water is a basic need for plants and animals.
Water provides habitat for many organisms.
Changes in one system that can impact another system include changes in number of organisms, food sources, habitat, water distribution and cleanliness, and weather patterns.
Conservation is the preservation and protection of Earth’s systems from pollution, depletion, or extinction.
Conservation practices can be implemented in natural and human-made areas.
Conservation can involve creating local, provincial, and national parks.
Conservation can be practised through personal actions, including use of electricity (e.g. turning off lights when leaving a room), use of water (e.g. taking shorter showers), reducing waste (e.g. using reusable packaging).
Conservation can be practised through community or global actions, such as use of energy-efficient alternatives (e.g. solar panels), supplying water to support crops (irrigation), and community recycling or composting programs.
Skills and Procedures
Discuss ways that plants and animals use water to meet their basic needs.
Identify plants and animals that exist in various bodies of water.
Make connections between human activity and Earth’s systems.
Investigate conservation practices in natural and human-made areas.
Describe examples of personal actions that contribute to conservation in daily life.
Bird Conservation and Climate Change
Covers learning outcome “Students investigate the systems of Earth and reflect on how their interconnections sustain life” with emphasis on the following:
Knowledge
The atmosphere is a gas layer that surrounds Earth which warms Earth’s surface, reduces extremes of temperature, and contains oxygen (which is used for breathing).
Changes in one system that can impact another system include changes in number of organisms, food sources, habitat, water distribution and cleanliness, and weather patterns.
Conservation is the preservation and protection of Earth’s systems from pollution, depletion, or extinction.
Conservation practices can be implemented in natural and human-made areas.
Conservation can involve creating local, provincial, and national parks.
Conservation can be practised through personal actions, including use of electricity (e.g. turning off lights when leaving a room), use of water (e.g. taking shorter showers), reducing waste (e.g. using reusable packaging).
Conservation can be practised through community or global actions, such as use of energy-efficient alternatives (e.g. solar panels), supplying water to support crops (irrigation), and community recycling or composting programs.
Skills and Procedures
Make connections between human activity and Earth’s systems.
Investigate conservation practices in natural and human-made areas.
Describe examples of personal actions that contribute to conservation in daily life.
Grade 5
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students investigate the internal systems of organisms and explain how they support vital biological processes” by touching on the following:
Knowledge
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Humans and other animals have internal biological systems that include the digestive, respiratory, circulatory, and musculoskeletal system.
Skills and Procedures
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Birds and Body Systems
Covers learning outcome “Students investigate the internal systems of organisms and explain how they support vital biological processes” with emphasis on the following:
Knowledge
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Humans and other animals have internal biological systems that include the digestive, respiratory, circulatory, and musculoskeletal system.
The digestive system breaks down food and absorbs nutrients, and includes the mouth, stomach, intestines, liver, and pancreas.
The respiratory system exchanges oxygen and carbon dioxide, and includes the trachea, lungs, and diaphragm.
The circulatory system moves blood around the body and includes the heart and blood vessels.
The musculoskeletal system supports and moves the body, and includes muscles and bones.
Skills and Procedures
Relate vital biological processes to a human or other animal's internal biological systems.
Birds in Flight
Covers learning outcome “Students investigate and compare how forces affect living things and objects in water and air” with emphasis on the following:
Knowledge
Lift and weight are opposing forces.
Lift is an upward force that acts to overcome the weight of a living thing or object and hold it in the air.
Weight is a force caused by gravity that acts on a living thing or object in a downward direction.
Forces can affect the flight of living things and objects in various ways including speed, horizontal and vertical movement, altitude, and straight and level flight.
Skills and Procedures
Explain the effects of lift and weight on the flight of living things and objects.
Relates to learning outcome “Students investigate the internal systems of organisms and explain how they support vital biological processes” by touching on the following:
Knowledge
The circulatory system moves blood around the body and includes the heart and blood vessels.
The musculoskeletal system supports and moves the body, and includes muscles and bones.
Skills and Procedures
Relate vital biological processes to a human or other animal's internal biological systems.
Bird Conservation and Climate Change
Covers learning outcome “Students investigate and analyze various energy resources” with emphasis on the following:
Knowledge
Energy resources are renewable or non-renewable.
Renewable energy resources are not depleted over time as they can be naturally replenished if handled responsibly.
Non-renewable energy resources are depleted over time because they will not be naturally replenished for thousands or millions of years.
Non-renewable energy resources include nuclear and fossil fuels.
Skills and Procedures
Compare renewable energy resources with non-renewable energy resources.
Discuss advantages and disadvantages of using renewable and non-renewable energy resources.
Relates to learning outcome “Students analyze climate and connect it to weather conditions and agricultural practices” by touching on the following:
Knowledge
Climate affects various aspects of animal activity, including migration patterns, accessing food, and timing of reproduction.
Observations of weather conditions and animal behaviour can be used to recognize patterns and cycles, such as seasonal migration.
Skills and Procedures
Explain how climate can affect human and other animal activity.
Examine how weather conditions and animal behaviour can be used to recognize weather patterns and cycles.
Birds and Migration
Relates to learning outcome “Students analyze climate and connect it to weather conditions and agricultural practices” by touching on the following:
Knowledge
Climate affects various aspects of animal activity, including migration patterns, accessing food, and timing of reproduction.
Observations of weather conditions and animal behaviour can be used to recognize patterns and cycles, such as seasonal migration.
Skills and Procedures
Explain how climate can affect human and other animal activity.
Examine how weather conditions and animal behaviour can be used to recognize weather patterns and cycles.
Relates to learning outcome “Students investigate the internal systems of organisms and explain how they support vital biological processes” by touching on the following:
Knowledge
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Humans and other animals have internal biological systems that include the digestive, respiratory, circulatory, and musculoskeletal system.
Skills and Procedures
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Grade 6
Falcons / Owls / Hawks / Raptors of Alberta
Relates to learning outcome “Students investigate the characteristics and components of and interactions within ecosystems” by touching on the following:
Knowledge
All components of an ecosystem influence each other either directly or indirectly; e.g., animals rely on plants for food, plants need water to grow, energy from the Sun affects temperature, decomposers help return nutrients to the soil.
There are many types of ecosystems such as desert, arctic, grassland, wetland, forest, and freshwater.
Skills and Procedures
Relate the preservation of various ecosystems to possible actions that address climate change.
Compare the characteristics of two ecosystems.
Birds in Ecosystems
Covers learning outcome “Students investigate the characteristics and components of and interactions within ecosystems” with emphasis on the following:
Knowledge
Ecosystems are complex systems of biotic and abiotic components.
Biotic components of an ecosystem include plants, animals, and micro-organisms.
Abiotic components of an ecosystem include energy from the Sun, water, soil, air, and temperature.
All components of an ecosystem influence each other either directly or indirectly; e.g., animals rely on plants for food, plants need water to grow, energy from the Sun affects temperature, decomposers help return nutrients to the soil.
There are many types of ecosystems such as desert, arctic, grassland, wetland, forest, and freshwater.
Skills and Procedures
Represent and connect the biotic and abiotic components of an ecosystem.
Relate the preservation of various ecosystems to possible actions that address climate change.
Compare the characteristics of two ecosystems.
Bird Conservation and Climate Change
Covers learning outcome “Students investigate climate, changes in climate, and the impact of climate change on Earth” with emphasis on the following:
Knowledge
Earth’s systems interact with the Sun and each other to impact climate in various ways, including clouds reflecting sunlight into space, greenhouse gases trapping heat from the Sun, and ice reflecting light from the Sun.
Changes in climate can be caused by human activities, including industrialization and pollution.
The release of greenhouse gases into the atmosphere contributes to the warming of Earth.
Clean energy production has the potential to reduce net greenhouse gas production.
Personal actions that can help address human causes of global climate change include reducing personal consumption and waste, planting a garden or buying local produce, and using clean energy sources responsibly.
Climate change can affect weather and extreme weather patterns, migration patterns, water resources, and frequency of forest fires.
Climate change can be identified through long-term observation and measurement of environmental conditions, such as sea and ocean levels, thickness and duration of sea ice, permafrost changes, and number of forest fires.
Skills and Procedures
Relate impacts of natural processes and human activities on climate change.
Identify personal actions that may affect global climate change.
Describe possible effects of climate change on land, plants, humans, and other animals.
Birds and Migration
Relates to learning outcome “Students investigate climate, changes in climate, and the impact of climate change on Earth” by touching on the following:
Knowledge
The release of greenhouse gases into the atmosphere contributes to the warming of Earth.
Personal actions that can help address human causes of global climate change include reducing personal consumption and waste, planting a garden or buying local produce, and using clean energy sources responsibly.
Climate change can affect weather and extreme weather patterns, migration patterns, water resources, and frequency of forest fires.
Relates to learning outcome “Students investigate the characteristics and components of and interactions within ecosystems” by touching on the following:
Knowledge
All components of an ecosystem influence each other either directly or indirectly; e.g., animals rely on plants for food, plants need water to grow, energy from the Sun affects temperature, decomposers help return nutrients to the soil.
Skills and Procedures
Relate the preservation of various ecosystems to possible actions that address climate change.
Grades 7-9
Birds in Ecosystems
Covers Gr. 7 Science Unit A: Interactions and Ecosystems, with emphasis on STS 1,3,4
Covers Gr. 9 Science Unit A, with emphasis on STS 1,4
Bird Conservation and Climate Change
Covers Gr 7. Science Unit A: Interactions and Ecosystems, with emphasis on STS 1,3
Relates to Gr 8. Science Unit E: Freshwater and Saltwater Systems
Relates to Gr 9. Science Unit A: Biological Diversity & Unit C: Environmental Chemistry
Adaptions for Flight
Covers Gr 8. Science Unit B: Cells and Systems, with emphasis on STS 1, 3
Grades 10-12
Birds – An Early Warning System
Relates to Science 10 Unit D: Energy Flow in Global Systems
Covers Science 20 Unit D: Changes in Living Systems with emphasis on SOK 20-D1.4K, and STS 20-D1.1sts
Covers Science 30 Unit B: Chemistry & the Environment with emphasis on STS 30-B1.2sts, 30-B2.3k, 30-B2.5k, 30B2.1sts, 30-B3.1k – 30-B3.3k
Bird Diversity, Conservation and Research
Covers Science 20 Unit D: Changes in Living Systems, with emphasis on STS 20-D3.1K
Covers Science 30 Unity B: Chemistry & the Environment, with emphasis on STS 30-B2.1K, 30-B3.1K
Relates to learning outcome “Students analyze climate and connect it to weather conditions and agricultural practices” by touching on the following:
Knowledge
Climate affects various aspects of animal activity, including migration patterns, accessing food, and timing of reproduction.
Observations of weather conditions and animal behaviour can be used to recognize patterns and cycles, such as seasonal migration.
Skills and Procedures
Explain how climate can affect human and other animal activity.
Examine how weather conditions and animal behaviour can be used to recognize weather patterns and cycles.
Relates to learning outcome “Students investigate the internal systems of organisms and explain how they support vital biological processes” by touching on the following:
Knowledge
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.
Humans and other animals have internal biological systems that include the digestive, respiratory, circulatory, and musculoskeletal system.
Skills and Procedures
Vital biological processes of complex organisms include movement, nutrition, respiration, growth, and reproduction.