Introduction to Hands-On Science for Manitoba, Grade 1 1

• Program Introduction 2
• The Foundations of Scientific Literacy 2
• Program Principles 2
• Program Implementation 3
• Program Resources 3
• Classroom Environment 6
• Timelines 6
• Classroom Management 6
• Classroom Safety 7
• Scientific Inquiry Skills: Guidelines for Teachers 7
• Observing 7
• Exploring 7
• Classifying 7
• Measuring 8
• Communicating, Analyzing, and Interpreting 8
• Predicting 9
• Inferring 10
• Inquiry Through Investigating and Experimenting 10
• Inquiry Through Research 10
• Addressing Students’ Early Literacy Needs 11
• Using the Design Process 11
• Developing Attitudes Related to Science, Technology, and Society 11
• Cultural Connections 12
• Indigenous Connections 12
• Technology 13
• Sustainability 13

The Hands-On Science Assessment Plan 14

• Assessment for Learning 14
• Assessment as Learning 14
• Assessment of Learning 15
• Performance Assessment 15
• Portfolios 16
• An Important Note to Teachers 16
• Assessment Reproducibles 17

Unit 1: Characteristics and Needs of Living Things 29

• Introduction 30
• Curriculum Correlation Chart: Knowledge and Understanding Outcomes 32
• Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 33
• Books for Students 35
• Websites and Online Videos 36
• 1 What Do We Know About Living Things? 37
• 2 How Are Living and Nonliving Things Different? 41
• 3 What Parts Make Up the Human Body? 47
• 4 How Are Human Features Unique? 52
• 5 What Are the Needs of Living Things? 57
• 6 How Do Animals Meet Their Needs in Their Local Environments? 63
• 7 What Do Plants Need to Stay Alive and Healthy? 69
• 8 How Do We Maintain a Healthy Environment for All Living Things? 74
• 9 How Do We Know the Difference Between Real Living Things and Make-Believe Things? 88
• 10 Which Jobs and Hobbies Involve Plants and Animals? 95
• 11 Final Inquiry Project: What More Do We Want to Know About Plants or Animals? 104

Unit 2: The Senses 109

• Introduction 110
• Curriculum Correlation Chart: Knowledge and Understanding Outcomes 112
• Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 113
• Books for Students 115
• Websites and Online Videos 116
• 1 What Do We Know About Our Five Senses? 118
• 2 To Which Parts of My Body Is Each of the Five Senses Related? 127
• 3 How Does My Eye Work, and What Are Its Protective Parts? 133
• 4 How Do My Ears Work? 142
• 5 What Are the Parts of My Nose, and How Do They Help Me to Smell? 149
• 6 What Does My Tongue Do, and How Does It Help Me to Taste? 155
• 7 How Does Our Sense of Smell Affect Our Sense of Taste? 160
• 8 How Do I Use My Sense of Touch? 163
• 9 Do We All Sense Our Surroundings in the Same Way? 168
• 10 Can Objects Change So That We Sense Them Differently? 172
• 11 How Do People Use Their Senses Differently? 176
• 12 How Do Our Senses Protect and Trick Us? 182
• 13 How Do We Protect Our Senses? 186
• 14 Final Inquiry Project 193

Unit 3: Characteristics of Objects and Materials 197

• Introduction 198
• Curriculum Correlation Chart: Knowledge and Understanding Outcomes 200
• Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 201
• Books for Students 203
• Websites and Online Videos 204
• 1 What Do We Know About Objects and Materials? 205
• 2 How Can We Describe Objects and Materials? 213
• 3 How Can We Sort Objects and Materials? 219
• 4 Why Are Some Materials Better Than Others for Certain Jobs? 224
• 5 How Can Different Materials Be Used to Construct Objects? 229
• 6 How Do We Decide Which Materials Are Best to Do a Job? 234
• 7 Why Is It Important to Choose the Right Material for the Job? 241
• 8 How Can We Build Objects With Recycled Materials? 246
• 9 Final Inquiry Project: Making a Play Structure 252

Unit 4: Daily and Seasonal Changes 257

• Introduction 258
• Books for Students 260
• Websites and Online Videos 261
• Curriculum Correlation: Knowledge and Understanding Outcomes 263
• Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 265
• 1 What Do We Already Know About Daily and Seasonal Changes? 267
• 2 How Do We Put Events in a Sequence? 278
• 3 Is There a Sequence to Our Daily Activities? 288
• 4 What Is the Difference Between Day and Night? 294
• 5 What Are Our Weekly Routines? 302
• 6 How Are the Months of the Year the Same and Different? 306
• 7 How Do We Know the Sun Gives Us Heat? 314
• 8 How Does the Size of Our Shadow Change Throughout the Day? 319
• 9 How Does the Temperature Change Throughout the Day? 325
• 10 How Do Seasonal Changes Affect Plants? 332
• 11 What Is the Best Design for a Manitoba Bird Feeder? 337
• 12 Which Activities Do People Do During Different Seasons? 341
• 13 What Characteristics of Shelters Make Them Safe Throughout the Seasons? 347
• 14 Final Inquiry Project: How Do Seasonal Changes Affect Animals? 353

References 359
About the Contributors 361
Access Digital Resources 362