School Tour Curriculum

Click _here to download a PDF copy of the curriculum covered during School tours.

Grade 3 - Animals

Grade 4 - Weather

Grade 5 - Plant Structure and Function

Grade 6 - Ecosystems

Grade 7 - Adaptation and Succession

Grade 8 - Production and Interdependence

Grade 9 - Saskatchewan - The Environment

Grade 9 - Risks and Limits: To Fertilize or Not To Fertilize: That Is The Questions!

Grade 10 - Importance of Water

Biology 20 - Science-Technology-Society-Environment Focus

SCIENCE 3: Animals

Foundational Objectives

Food Chains
Food Webs

Key Questions

Why is it important to conserve our wetlands?
What food chains do you see at the CLC?
How do agricultural practices affect wetlands?

Learning Objectives

1.1 Identify food chains for humans.
1.2 Identify food chains for animals.
1.3 Describe some food webs involving humans.
1.4 Describe food webs in your locale that do not involve humans.
1.5 Apply the terms predator, prey, grazer, scavenger to the members of the food chains identified.
2.1 Examine reasons why animals become endangered or extinct.

Resources

ReviseWise Science Site includes movie to explain what a food chain is as well as on on-line quiz. www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml

Food Chains and Webs This site invites students to explore food chains with interactive activities. http://www.vtaide.com/png/foodchains.htm

Kids' Planet ESPECIES Animal Fact Sheets Endangered animals are listed by continent. http://www.kidsplanet.org/factsheets/map.html

Back to top

SCIENCE 4: Weather

Foundational Objectives

· Observing and Describing Weather Conditions

· Appreciating the Importance of Weather

Key Questions

· Why should we pay attention to the weather?

· How does a change in a weather pattern from wet to very dry affect our wetland habitat?

· How do the changing seasons affect the wetland, woodland, and grassland habitat?

· How do animals and plants adapt to changing seasons?

· In what ways can producers protect the soil from extreme weather conditions?

· How do soil temperatures affect plant growth?

Learning Objectives

· 1.1 Observe and describe current weather conditions

· 1.3 Identify instruments used to measure weather conditions

· 1.5 Record measurements made with weather instruments

· 3.1 Why people rely on accurate weather information

· 3.2 Importance of weather to agriculture

· 3.1 Identify some hazards associated with bad weather

· 3.2 Describe some ways in which weather affects human activity

· 3.3 Describe some ways that weather affects other living things

Resources

Multiple Intelligences Grade 4 Weather The study of weather incorporates activities that reflect the Multiple Intelligences in this attractive Website. www.saskschools.ca/curr_content/SESDmultint/units/g4-weath/index.html

Saskatchewan Weather - Environment Canada Students can check out the weather for various communities in Saskatchewan. http://weatheroffice.ec.gc.ca/forecast/canada/index_e.html?id=SK

The Weather Unit This unit features lessons that integrate other subject areas. http://faldo.atmos.uiuc.edu/w_unit/weather.html

Tornado Project Online This site includes facts about tornadoes, tornado safety and tornado myths. www.tornadoproject.com

Other Curriculum Links Math recording various weather conditions and creating charts

Back to top

SCIENCE 5: Plant Structure and Function

*Includes an in-school presentation prior to CLC visit

Foundational Objectives

· Functions of roots, stems, leaves, and flowers

· Agriculture in Saskatchewan: Field and Forage Crops

· Observe and describe fibrous and tap root systems

Key Questions

· How do plants work for us and for the environment?

· How do annual, biennial and perennial plants differ? Consider life span, root structure, hardiness and plant size in your answer.

· How do soil characteristics determine which agricultural crops grow best?

· Why do producers/gardeners rotate their crops?

Learning Objectives

· 2.3 Describe the process of pollination and seed production

· 2.4 Observe and describe plant adaptations

· 3.1 Identify some field crops and their products

· 3.2 Importance of plants in prevention of soil erosion

Resources

Plant Structure and Function Webquest Students will learn about Pollination and Seed Production; Plant Adaptations; Seed Germination; Field Crops and Their Products; Plants and the Prevention of Soil Erosion. At the end of the quest students can test their knowledge by taking the 'Plant Quiz' and then playing the game "The Great Plant Escape". www.saskwest.ca/teacher/yellowlejon/wq/plant5

Back to top

SCIENCE 6: Ecosystems

*Includes an in-school presentation prior to CLC visit

Foundational Objectives

· Factors that influence an ecosystem

· Effects of change in an ecosystem

· Responsibility for preservation of an ecosphere

Key Questions

· What can happen if one part of the ecosystem changes?

· How do we create or prevent change in an ecosystem (positive an negative)?

· What is the effect when a new species is introduced into an ecosystem?

· What is the importance of dense nesting cover for birds and animals?

Learning Objectives

· 1.1 Abiotic and biotic components of an ecosystem

· 1.2 Interrelationships of abiotic and biotic components

· 1.4 Information conveyed by food webs

· 2.1 Events that cause change in an ecosystem

· 2.4 Cooperation of living organism in an ecosystem

· 2.5 Change cascades through an ecosystem

· 3.2 Impact of humans on an ecosystem

· 3.3 Role of humans in protecting and destroying ecosystems

· 3.4 Actions that ensure ecosystem health

Resources

Canadian Terrestrial Ecozones In addition to providing information regarding the landforms, climate, flora and fauna of each Canadian ecozone, visitors to the site can also read about the kinds of human activity which impact on each ecozone. www.ec.gc.ca/soer-ree/English/vignettes/Terrestrial/terr.cfm

Back to top

SCIENCE 7: Saskatchewan - The Land and Resource Use

*Includes an in-school presentation prior to CLC visit

The Land

Foundational Objectives

· Effects of Glaciation on Saskatchewan

· Weathering Process

· Natural and Human Forces

Key Questions

· How have glaciers impacted soil profiles in the Prince Albert area?

· How have humans impacted soil profiles in the Prince Albert area?

· How does physical weathering, chemical weathering and acid rain affect our soils and our environment?

Learning Objectives

· 2.3 Samples of sandy, silty, and clayey soils

· 2.4 Nutrients stored and released by the soil

· 2.5 Nutrient cycles in the soil

· 3.3 Impact of agriculture on land

Resources

Soil Landscape Illustrations of the Prairie Provinces Images of soil landscapes feature soil profiles, surface forms of mineral soils as well as surface forms of organic soils. http://sis.agr.gc.ca/cansis/taxa/landscape/slc_prairie.html

The Dirt on Soil: DiscoverySchool.com In this mini-unit students will be introduced to the difference between soil and dirt and meet creatures that live in the soil. The unit concludes with the 'Soil Safari' where students will see the importance of the organisms and physical structures in soil at different size scales. http://school.discovery.com/schooladventures/soil/teacher_tips.html#overview

Resource Use

Foundational Objectives

· Decisions for Resource Use

Key Questions

· How can the "power of one" make a difference to the impact of resource use?

· What can farmers do to ensure that wildlife habitat is not destroyed on their property?

· How can individuals reduce greenhouse gas emissions or slow down global warming?

Learning Objectives

· 1.4 Management of soil, water, and forests for sustained use

· 1.5 Interrelationship of soil and water

· 2.4 3 R's of waste reduction

· 2.5 Reduce more preferable than recycle

Resources

Our Water Resources The student will build a model of an aquifer using materials of various porosity and permeability. Using the above model, the student will infer how groundwater zones and a water table form. The student will observe which types of rock and soil hold the most water. Then the student will generalize the water-holding capacity of the minerals. The student will make a model of two aquifers and measure the movement of contaminated groundwater in each. The student will generalize from the model aquifers how groundwater can become polluted. www.fhsu.edu/kga/lp/5/davidson.html

SCIENCE 8: Adaptation and Succession

*Includes an in-school presentation prior to CLC visit

Foundational Objectives

· Recognize how abiotic components of an ecosystem support and influence life.

Key Questions

· What relationship exists between the amount of topsoil in a given area and the quality and quantity of vegetation in that same area?

· What does a soil profile reveal about the health of an ecosystem?

· What examples of adaptation and succession are found at the Conservation Learning Centre?

Learning Objectives

· 1.1 Identify the nonliving conditions and components of the ecosphere that influence life.

· 1.5 Appreciate how abiotic factors influence which populations develop.

· 2.1 Find examples of succession in the ecosystems of your area.

SCIENCE 9: Saskatchewan- The Environment

*Includes an in-school presentation prior to CLC visit

Foundational Objectives

· Diversity of Eco-regions of Saskatchewan

· Effects of Human Activity on the Land

· Making Positive Contributions to Society

Key Questions

· How does the conversion of natural areas to agricultural land affect the diversity of plant and animal life?

· What are the positive aspects of the conversion of huge amounts of land in Saskatchewan from prairie to land for growing grain? What are the negative aspects? Where should we go from here?

Learning Objectives

· 1.1 Ecological regions of Saskatchewan

· 1.3 Past and current land use

· 1.5 Relationship between agricultural activities and physical characteristics of the region

· 2.1 Ways original landscape has been altered

· 2.3 Effects of agriculture on landscape

· 2.4 Effects of agriculture on soil quality

· 3.2 Effects of respectful behaviour on the biosphere

Resources

E-VEWW Saskatchewan Environments The impact of human activities on the environment of Saskatchewan are explored. This comprehensive site includes lesson plans, student activities and many interactive features. http://www.saskschools.ca/curr_content/modsaskevo/

Farming . . . A Prairie Business Agriculture is a complex business. To succeed, a farmer must make numerous decisions based on fact and speculation. In addition, their enterprise is often influenced by forces beyond their control. To make accurate choices, the farmer must use all the resources at their disposal and, at the same time, count on those factors out of their control to follow a recognizable pattern. As you move through this site, you will become aware of the choices a farmer must make and the resources available to ensure those choices will give them the best chance for success. http://www.saskschools.ca/curr_content/soilscience/HTML_files/index.html

Risks and Limits

Foundational Objectives

· Association of Risks and Activities

· Activities have Risks and Benefits

Key Question

· How can human activity affect water quality?

· What are aquatic macroinvertebrates? What role do these organisms play in assessing environmental health?

· Determine the dissolved oxygen, pH and nitrate concentrations of water samples.

Learning Objectives

· 2.2 Significance of contaminants in the water supply

· 2.3 Estimating toxicity from experimental data

· 3.1 Conditions risking the environment

· 3.2 Taking various perspectives when assessing impact of activity

Resources

Lesson: There's more to organic farming than being pesticide-free Students will have the opportunity to look at all aspects of organic farming and gain an understanding of what the term really means. Notes for the teacher, assessment tools, enrichment strategies and links to other resources can be found here. www.statcan.ca/english/research/96-328-MIE/96-328-MIE2004018.html

Sustainability of Ecosystems

Foundational Objectives

· Sustainability is a way of understanding and relating to the world.

· Meeting current needs without compromising meeting future needs.

· Cultural context of sustainability

· Relationship between sustainability and ecosystems.

Key Questions

· What are wetlands? How do they form? How can they be destroyed? What is their value? What are their disadvantages? What is the effect of the loss of wetlands on animal (especially waterfowl) populations? on agricultural producers' lives? on the climate of the areas where the wetlands were? on the groundwater in the area?

· If it is know that there are factors that affect the sustainability of an ecosystem, what needs to be done to change/maintain those factors to preserve an ecosystem?

Learning Objectives

· 1. Define sustainability and ecosystems

· 2. Changes in scientific worldview of sustainability and human's responsibility to protect ecosystems

· 3. Selecting and integrating various sources of information

Resources

Canadian Terrestrial Ecozones In addition to providing information regarding the landforms, climate, flora and fauna of each Canadian ecozone, visitors to the site can also read about the kinds of human activity which impact on each ecozone. www.ec.gc.ca/soer-ree/English/vignettes/Terrestrial/terr.cfm

Back to top

*NEW! SCIENCE 9: Risks and Limits "To Fertilize Or Not To Fertilize: That Is The Question!"

An Illustration of Risks and Limits - A scenario of nutrient application designed to assist students through the process of critically thinking through a situation and the risk/benefits associated with their decisions.

Foundational Objectives

· Understand that risks are associated with all activities

· Recognize that activities have risks and benefits

· Support students in coming to a better understanding of the personal, moral, social, and cultural aspects of the study of life

Key Questions

· What limitations and environmental risks are associated with the removal of soil nutrients?

· What risks does fertilizer use by producers pose to the natural environment?

· Do the benefits of nutrient application to agricultural crops outweigh the environmental risks of their use?

· How can these risks be assessed and minimized?

· How does an individual gather information and access resources in order to make an adequate assessment and informed decisions about his/her situation?

· What economic issues must be considered when determining input utilization (ie. cost-benefit analysis)?

Learning Objectives

· 1.2 Relate the concept of probability to the concept of risk.

· 1.3 Compare the risks of various voluntary and involuntary activities.

· 2.1 Consider how risk is assessed.

· 2.2 Assess significance of contaminants in water supplies.

· 2.4 Discuss how the value one places on an activity influences the amount of risk one is willing to accept.

· 3.1 Understand the natural environment and the conditions putting it at risk.

· 3.2 Understand the potential narrowness in adopting a single perspective in judging the impact or influence of objects, experiences or events.

· 3.3 Explore how moral values influence behaviour and assessment of risk and benefit.

· 3.4 Recognize the importance of fact-finding, prior experience, and open dialogue in the development of reasoned arguments.

Back to top

SCIENCE 10: Importance of Water

Key Questions

· How are surface and groundwater sources replenished?

· How much freshwater is available for human use?

Learning Objectives

· 1 Recognize the importance of water for the survival of life

· 2 Value water as an important renewable resource

Preserving Water Quality

Key Questions

· What processes are used in municipal water purification or in wastewater treatment?

· What role do wetlands play in the water cycle?

· How does human activity impact the aquatic environment?

· How do contaminants affect non-aquatic plant and animal life?

· What role do bioindicators play in the evaluation of ecosystem health?

Learning objectives

· 1.19 Recognize the role of wetlands in the water cycle

· 1.20 Examine the processes used in municipal water purification or in wastewater treatment

· 1.26 Identify sources of water contaminants

· 1.27 Describe how contaminants affect non- aquatic plant and animal life

· 1.28 Use aquatic life as indicators of pollution

Conserving Water and Aquatic Habitat

Key Questions

· How are nitrate and phosphate detected in water? What are the sources of these ions and what are the effects of high concentrations in an aquatic ecosystem?

· Why conserve aquatic habitats?

Learning Objectives

· 1.12 Value water as an important renewable resource

· 1.16 Explain some of the ways in which water contaminants threaten aquatic life

· 1.21 Suggest ways in which water consumption can be reduced

· 1.22 Assess various water conservation strategies

Back to top

BIOLOGY 20: Science-Technology-Society-Environment (STSE) Focus

(Sustainable agriculture, habitat destruction, pesticide use )

* Includes an in-school presentation prior to visit to CLC

Foundational Objectives

· Explain how the interactions among the soil, climate, and living organisms produce the ecosystems which can be observed.

· Analyze a variety of ecosystems.

Key Questions

· What farming practices are included under the term sustainable agriculture?

· Explain the relationship between low disturbance cultivation and greenhouse gas emissions.

· What is carbon sequestration and what are the benefits of it?

· Of what value are shelterbelts?

· What factors does an individual need to consider before selecting a herbicide?

· What effect does sunlight, soil pH, volatilization, soil moisture, and amount of organic matter in the soil play in the disappearance of herbicide in soil?

Learning Objectives

· 1.2 Describe the soil types of Saskatchewan.

· 1.3 Determine how soil characteristics influence plant growth.

· 1.8 Appreciate that the soil and the climate are the keys to life in Saskatchewan, and on this planet.

· 1.9 Investigate the interrelationship of agriculture and the environment.

· 2.3 Describe how the human community is dependent on the soil, water, and air.

Back to top

Website last updated September, 2007.

Best viewed using Firefox.