I Wonder Why I Do Not See Animals In Winter

Explore

Students use the Key Concept Explorations learning strategy to develop the skill of using appropriate vocabulary to learn about where animals go during the winter.

Representing Our Thinking

Students create a Key Concept Explorations chart to explore vocabulary associated with animals in winter (i.e. hibernation, adaption, migration).

Co-Constructing Learning

Students - Saying, Doing & Representing:

  • Students review what the word vocabulary means.
  • Students brainstorm reasons why they may not see animals in winter.
  • Students use books, videos, and pictures to explore where animals are in winter.
  • Students identify appropriate vocabulary related to what may happen to animals in winter (hibernation, migration, adaptation).
  • Student use the Key Concept Explorations chart (paper or interactive whiteboard) and place one of the terms: hibernation, migration, and adaptation in the centre of the chart.
  • As a group, students discuss what each word means to them based on what they learned from the available resources.
  • Students explain their definition and why it would be a good definition for that term.
  • Students complete the characteristics, examples and non-examples of the word in the other parts of the Key Concept Explorations chart.
  • Students explore the other terms in the same manner.

Educators' Interactions - Responding & Challenging:

  • What does the term vocabulary mean?
  • Where do you think animals are in winter?
  • Where can we look to find out why we don’t see animals in the winter
  • How can we use books, videos, and pictures to explore where animals are in winter?
  • What have we learned about where animals may go in winter?
  • Using appropriate vocabulary, can you describe what may happen to animals in winter?
  • How can we use the Key Concept Explorations chart (paper or interactive whiteboard) to show our understanding of the terms: hibernation, migration, and adaptation?
  • What is meant by the term hibernation? migration? adaptation?
  • Can you describe the characteristics of hibernation, migration and adaptation?
  • Can you provide examples and non examples of animals that hibernate? migrate? adapt?
  • Which of these animals, hibernate/migrate/adapt?
  • Why is important that animals hibernate, migrate or adapt in winter?

Extending Thinking

Skill:

  • When reading a favourite picture book, students choose a word they don’t know and explore its meaning using the Key Concept Explorations learning strategy.
  • Walk around the school and look for words students might not know and want to research using the Key Concept Explorations learning strategy.

Concept:

  • Can you use the Key Concept Explorations chart to create a definition and understanding of the word camouflage?
  • Why do you think some animals camouflage in the winter?
  • Do you think all animals behave the same in the winter?
  • Why do you think these animals hibernate?
  • Why do you think birds fly south for the winter?
  • How do plants prepare for winter?

INTERACT

Vocabulary

adaptation
animal
autumn (fall)
camouflage
change
characteristics
climate
definition
environment
example
hibernation
non-example
migration
season
snow
spring
winter

EXEMPLAR

RELATED RESOURCES

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COMMENTS

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