my seasonal round - open school bc · my seasonal round table of contents blackline masters to use...
TRANSCRIPT
My Seasonal Round
Table of ContentsBlackline Masters to Use Throughout the Unit
Pause and Ponder Journal 1
How powerful is your question? 2
Sort Circle 3
Strengthening Strategies 4
Question Cue: How to Play 8
Question Rater 9
Lesson 1 – What Is a Seasonal Round?
Personal Seasonal Round Calendar 11
Lesson 2 – How Do Seasonal Changes Affect Plants and Their Habitats?
Question Cue: Plants and Their Habitats 12
Plant Habitats and Adaptation Inquiry 14
Exploring a Microhabitat 15
Lesson 3 – How Do Seasonal Changes Affect Animals and Their Habitats?
Question Cue: Animals and Their Habitats 18
Animal Habitat Research Checklist 20
Lesson 4 – What Are the Four Geographic Regions of BC?
Map of BC Regions 22
Question Cue: Geographic Regions of BC 23
Lesson 5 – What Does a Seasonal Round Look Like?
Question Cue: First Nations and the Seasonal Round 25
Seasonal Round Research 27
Map of BC First Nations 30
Rubrics
Class Participation Rubric 31
Group Work Self-Assessment Rubric 32
Living Diorama Presentation Rubric 33
Pause and Ponder Journal Entry Rubric 34
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 1
Pause and Ponder Journal
At the end of each lesson: take time to reflect on your learning, the information you have shared, discussed, and wondered about Each reflection should be one paragraph long
Reflection Starters:
Today I learned…Something I didn’t know before is… I still want to know…I am starting to realize that…I wonder about…I am thinking about…I am curious about…I enjoyed…One idea that stands out to me now is… because…When we talked about… it reminded me of…I remember this time…Someone important to me once said…Now that I have learned…
Adapted from: Tovani, C I Read It, But I Don’t Get It Portand ME Stenhouse Publishers, 2000
Reflection:
© Province of British Columbia My Seasonal Round Blackline Masters 2
Ho
w p
ow
erful is yo
ur q
uestio
n?
© Province of British Columbia My Seasonal Round Blackline Masters 3
© Province of British Columbia My Seasonal Round Blackline Masters 4
© Province of British Columbia My Seasonal Round Blackline Masters 5
© Province of British Columbia My Seasonal Round Blackline Masters 6
© Province of British Columbia My Seasonal Round Blackline Masters 7
© Province of British Columbia My Seasonal Round Blackline Masters 8
-
© Province of British Columbia My Seasonal Round Blackline Masters 9
Criteria 1:
Criteria 2:
Criteria 3:
Criteria 4:
Criteria 5:
Question Rater
Step 1: Write Your CriteriaWrite out three to five different sentences that describe what makes a question important for you. These will be the criteria that you’ll use to evaluate your questions.
Example:I really want to know the answer to this question.I know where to look to find information to answer this question.I think this question is important.
Step 2: Copy Your QuestionsOn the next page write down each of your questions.
Step 3: Rate Each QuestionRead the first question. Then look at each of your criteria and circle the “no,” “maybe,” or “yes” to indicate what you think about that criteria in terms of that question. Then enter the number (0, 1 or 2) in the appropriate box. Do this for all your questions.
Step 4: Total Your ScoresWhen you’ve gone through each criteria for all your questions, add up the scores to get a total for each question.
Step 5: Find the Winner!After you’ve evaluated all your questions, look at the totals. Draw a big star beside the question (or questions) with the highest score.
Page 1 of 2
© Province of British Columbia My Seasonal Round Blackline Masters 10
Question:
Criteria 1
no=0 maybe=1 yes=2
Criteria 2
no=0 maybe=1 yes=2
+ + +
Criteria 3
no=0 maybe=1 yes=2
Criteria 4
no=0 maybe=1 yes=2
+
Criteria 5
no=0 maybe=1 yes=2
Total
=
Question:
Criteria 1
no=0 maybe=1 yes=2
Criteria 2
no=0 maybe=1 yes=2
+ + +
Criteria 3
no=0 maybe=1 yes=2
Criteria 4
no=0 maybe=1 yes=2
+
Criteria 5
no=0 maybe=1 yes=2
Total
=
Question:
Criteria 1
no=0 maybe=1 yes=2
Criteria 2
no=0 maybe=1 yes=2
+ + +
Criteria 3
no=0 maybe=1 yes=2
Criteria 4
no=0 maybe=1 yes=2
+
Criteria 5
no=0 maybe=1 yes=2
Total
=
Question:
Criteria 1
no=0 maybe=1 yes=2
Criteria 2
no=0 maybe=1 yes=2
+ + +
Criteria 3
no=0 maybe=1 yes=2
Criteria 4
no=0 maybe=1 yes=2
+
Criteria 5
no=0 maybe=1 yes=2
Total
=
Question:
Criteria 1
no=0 maybe=1 yes=2
Criteria 2
no=0 maybe=1 yes=2
+ + +
Criteria 3
no=0 maybe=1 yes=2
Criteria 4
no=0 maybe=1 yes=2
+
Criteria 5
no=0 maybe=1 yes=2
Total
=
Page 2 of 2
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 11
Lesson 1: Personal Seasonal Round Calendar
Lesson 2: Question Cue: Plants and their Habitat
Plants and Their Habitats
Plants and Their Habitats
Plants and Their Habitats
Plants and Their Habitats
Plants and Their Habitats
Plants and Their Habitats
Plants and Their Habitats
plan
ts
| h
abita
t
habi
tat:
the
plac
e w
here
a p
lant
na
tura
lly g
row
s
plan
ts
| n
on-li
ving
thin
gs
non-
livin
g: th
ings
like
sun
, soi
l, ai
r, w
ater
, clim
ate
plan
ts
| a
dapt
adap
t: ch
ange
s to
�t a
situ
atio
n
plan
ts
| s
easo
nal c
hang
e
seas
onal
cha
nge:
di
�ere
nces
bet
wee
n th
e fo
ur
seas
ons
(win
ter,
sprin
g,
sum
mer
, and
fall)
plan
ts
| d
epen
d
depe
nd: r
ely
on
plan
ts
| h
uman
s
plan
ts
| s
urvi
ve
surv
ive:
rem
ain
aliv
e
Date: Name:
Name:
Name:
Name:
© Province of British Columbia My Seasonal Round Blackline Masters 14
Lesson 2: Plant Habitats and Adaptation Inquiry
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 15
Lesson 2: Exploring a Microhabitat
Materials:• String• Metre stick or measuring tape• Small shovel or stick• Magnifying glass• Bug box• Pencil or pen• 2 bags (one to pick up garbage and one to carry garbage)
Explore:
1 Find a small area of ground to investigate Using your string and metre stick, mark out 1 metre × 1 metre square Or use a hula-hoop and survey everything within the circle
2 Use a magnifying glass to closely examine the ground Write down EVERYTHING you see (grasses, roots, decaying leaves, weeds, pebbles, dirt, insects) Indicate the approximate coverage for each item (e g , solid, half of the area, in patches, very little)
3 How many different types of plants do you see? How can you tell that they are different?
4 List all the plants in the plot you know the names of
Page 1 of 3
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 16
5 Is there a plant you don’t know the name of? Sketch a picture of it including its leaves, flowers, etc If you know the names of all the plants, just chose one to sketch
6 Use a magnifying glass to look for details such as the shape and vein pattern on the leaves Sketch these details to help you identify the plant when you are back in the classroom
7 Estimate how many of that type of plant are in your plot
8 Name the animals (most likely only insects) you see in your plot
9 Dig VERY CAREFULLY straight down into the soil with the shovel or stick Notice the layers of the soil
How would you describe the soil? (Wet, dry, sandy, rocky, clay-like?)
Page 2 of 3
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 17
10 Make a list of things you find in the soil including earthworms, rocks, and roots
11 Predict how your plot would change in other seasons Explain why you think that change will occur in:
Spring
Summer
Fall
Winter
12 Is there evidence of humans in the plot? If so, name what is there (e g , garbage, toy, mowed lawn?)
If there is garbage in your plot that you can safely pick up (ask your teacher if you are unsure) Use one bag to pick up the garbage and the other to carry it in Then throw both bags in the nearest garbage can
Page 3 of 3
Lesson 3: Question Cue: Animals and their Habitat
Anim
als and Their Habitats
Anim
als and Their Habitats
Anim
als and Their Habitats
Anim
als and Their Habitats
Anim
als and Their Habitats
Anim
als and Their Habitats
Anim
als and Their Habitats
anim
als
|
habi
tat
habi
tat:
the
plac
e w
here
an
anim
al n
atur
ally
live
s
anim
als
|
non-
livin
g th
ings
non-
livin
g: th
ings
like
sun
, soi
l, ai
r, w
ater
, clim
ate
anim
als
|
adap
t
adap
t: ch
ange
s to
�t a
situ
atio
n
anim
als
|
seas
onal
cha
nge
seas
onal
cha
nge:
di
�ere
nces
bet
wee
n th
e fo
ur
seas
ons
(win
ter,
sprin
g,
sum
mer
, and
fall)
anim
als
|
depe
nd
depe
nd: r
ely
on
anim
als
| h
uman
s
anim
als
| s
urvi
ve
surv
ive:
rem
ain
aliv
e
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 20
Lesson 3: Animal Habitat Research Checklist
The animal is:
What are the animal’s habitat needs?
1 Where in the province does it live? Does it need space to roam?(Show on this map )
Page 1 of 2
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 21
List source(s) of information (books, including authors, or websites)
2 What does it eat? __________________________________________________
List source(s) of information (books, including authors, or websites)
3 Where does it find water? _________________________________________
List source(s) of information (books, including authors, or websites)
4 How does it protect itself from being too cold or too hot?
List source(s) of information (books, including authors, or websites)
5 How does the animal survive in each season? How does it adapt?
List source(s) of information (books, including authors, or websites)
Page 2 of 2
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 22
Lesson 4: Map of BC Regions
Northeast
Coast
NorthernInterior
SouthernInterior
Lesson 4: Question Cue: Geographic Regions of BC
Geographic Regions of BC
Geographic Regions of BC
Geographic Regions of BC
Geographic Regions of BC
Geographic Regions of BC
Geographic Regions of BC
North
east
Coast
North
ernInterior
Southern
Interior
North
east
Coast
North
ernInterior
Southern
Interior
North
east
Coast
North
ernInterior
Southern
Interior
North
east
Coast
North
ernInterior
Southern
Interior
North
east
Coast
North
ernInterior
Southern
Interior
North
east
Coast
North
ernInterior
Southern
Interior
regi
ons
|
land
form
s
land
form
s: n
atur
al fe
atur
es o
f th
e la
nd’s
surf
ace
such
as
mou
ntai
ns, g
laci
ers,
valle
ys,
plat
eaus
regi
ons
|
habi
tats
habi
tat:
the
plac
e w
here
an
anim
al o
r pla
nt n
atur
ally
live
s
regi
ons
|
clim
ate
clim
ate:
wea
ther
con
ditio
ns o
f a
part
icul
ar p
lace
regi
ons
|
seas
onal
cha
nge
seas
onal
cha
nge:
di
�ere
nces
bet
wee
n th
e fo
ur
seas
ons
(win
ter,
sprin
g,
sum
mer
, and
fall)
regi
ons
|
livin
g th
ings
livin
g: th
ings
like
ani
mal
s, pl
ants
, fun
gi
regi
ons
|
non-
livin
g th
ings
non-
livin
g: th
ings
like
sun
, soi
l, ai
r, w
ater
, clim
ate
Lesson 5: Question Cue: First Nations and the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
First Nations and
the Seasonal Round
seas
onal
roun
dpr
esen
t day
pres
ent d
ay: w
hat i
s ha
ppen
ing
now
seas
onal
roun
d
tran
spor
tatio
n
seas
onal
roun
dpr
e-co
ntac
t
pre-
cont
act:
befo
re E
urop
eans
ar
rived
in N
orth
Am
eric
a
seas
onal
roun
dsh
elte
r se
ason
al ro
und
plan
ts
seas
onal
roun
dcu
lture
cultu
re: s
ocia
l pra
ctic
es, b
elie
fs
and
art o
f a g
roup
of p
eopl
e
seas
onal
roun
d an
imal
s
seas
onal
roun
dto
ols
Date:
N
ame:
© Province of British Columbia My Seasonal Round Blackline Masters 27
Lesson
5:
Seaso
nal R
ou
nd
Resea
rch
Qu
estion
Info
rmatio
nSo
urces
1 2
Page 1 of 3
Date:
N
ame:
© Province of British Columbia My Seasonal Round Blackline Masters 28
Qu
estion
Info
rmatio
nSo
urces
3 4
Page 2 of 3
Date:
N
ame:
© Province of British Columbia My Seasonal Round Blackline Masters 29
Qu
estion
Info
rmatio
nSo
urces
5
Page 3 of 3
Date: Name:
© Province of British Columbia My Seasonal Round Blackline Masters 30
Lesson 5: Map of BC First Nations
Tutchone
Tlingit
Tagish
Tahltanand
Inland Tlingit
Kaska
Sekani Dunne-za
Dakelh
DakelhSecwepemc
Okanagan
Nlaka’pamux
Ktunaxaand
KinbasketNuu-chah-nulth
Sliammon, Homalco and Klahoose
Haisla
Heiltsuk
Nuxalk
Oweekeno
Kwakwaka’wakw
Haida
Tsimshian
Wet’suwet’en
GitxsanNisga’a
Dene-thah
St’at’imc
Hul’qumi’num
StraitsSquamish and Tsleil Waututh
Halq’emeylem, including Stó:lø
© Province of British Columbia My Seasonal Round Blackline Masters 31
My Sea
son
al R
ou
nd
R
ub
rics
Cla
ss Particip
atio
n R
ub
ric
Ru
brics
Exceeds Exp
ectation
sM
eets Expectatio
ns
Ap
pro
aches
Expectatio
ns
Need
s Wo
rk
Co
ntrib
utio
nC
ontributes to class
discussion offering
insightful id
eas and asking
clarifying and
meaning
ful questions to
extend und
erstanding
. Takes risks b
y initiating d
iscussion and asserting
opinions.
Regularly m
akes m
eaningful and
clarifying contrib
utions to class d
iscussion; sometim
es offers id
eas, asks q
uestions and offers
opinions.
Contrib
utes to class d
iscussion when
prom
pted
. Seldom
offers id
eas or ask questions.
Rarely makes m
eaningful
contributions to class
discussion or offer id
eas or ask q
uestions.
Listenin
gListens actively to others b
oth in group
s and in class d
iscussions. Resp
ects others opinions.
Incorporates or b
uilds off
ideas of others.
Listens to others both
in group
s and in class
discussions. Resp
ects other op
inions.
Listens to others at times,
but m
ay be sid
etracked easily.
Rarely listens when others
talk both in g
roups and
in class. May inhib
it others sp
eaking.
Attitu
de
Consistently exhib
its a p
ositive, supp
ortive attitud
e toward
s classm
ates and the
subject m
atter. Takes an active role in ow
n learning
.
Generally exhib
its a p
ositive, supp
ortive attitud
e toward
s classm
ates and the sub
ject matter.
Frequently takes an active
role in own learning
.
Sometim
es exhibits a
positive, sup
portive
attitude tow
ards
classmates and
the subject m
atter. Som
etimes takes an
active role in own
learning.
Rarely exhibits a p
ositive, sup
portive attitud
e tow
ards classm
ates and
the subject m
atter. Rarely takes an active role in ow
n learning.
© Province of British Columbia My Seasonal Round Blackline Masters 32
My Sea
son
al R
ou
nd
R
ub
rics
Gro
up
Wo
rk Self-A
ssessmen
t Ru
bric
Exceeds Exp
ectation
sM
eets Expectatio
ns
Ap
pro
aches
Expectatio
ns
Need
s Wo
rk
Wo
rking
To
geth
erO
ur group
successfully w
orked tog
ether to com
plete all the tasks.
We collab
orated [w
orked tog
ether] to plan and
any disag
reements w
ere d
iscussed and
solved fairly.
Our g
roup successfully
worked
together to
comp
lete all the tasks. W
e needed
some help
p
lanning and
had som
e d
isagreem
ents that others need
ed to help
us to solve.
Our g
roup w
as not alw
ays able to w
ork tog
ether successfully. O
thers had to freq
uently help
our group
plan and
solve disag
reements.
Rarely makes m
eaningful
contributions to class
discussion or offer id
eas or ask q
uestions.
Qu
ality of w
ork
In my op
inion, we d
id our b
est work on this
project.
In my op
inion, we d
id our b
est work m
ost of the tim
e, with a few
excep
tions.
In my op
inion, this was
not our best w
ork. Rarely listens w
hen others talk b
oth in group
s and in class. M
ay inhibit
others speaking
.
Co
ntrib
utio
ns
Everyone in the group
contrib
uted eq
ually on this p
roject.
Most of the p
eople in the
group
contributed
to this p
roject.
Only a few
of the group
m
emb
ers contributed
to this p
roject.
Rarely exhibits a p
ositive, sup
portive attitud
e tow
ards classm
ates and
the subject m
atter. Rarely takes an active role in ow
n learning.
Gro
up
Success
Overall our g
roup w
as very successful w
orking tog
ether to comp
lete the p
roject.
Overall our g
roup w
as successful w
orking tog
ether most of the
time.
Overall our g
roup w
as successful w
orking tog
ether some of the
time.
© Province of British Columbia My Seasonal Round Blackline Masters 33
My Sea
son
al R
ou
nd
R
ub
rics
Living
Dio
ram
a P
resenta
tion
Ru
bric
Exceeds Exp
ectation
sM
eets Expectatio
ns
Ap
pro
aches
Expectatio
ns
Need
s Wo
rk
Kn
ow
ledg
eThe d
iorama
dem
onstrates a thorough
knowled
ge of the sub
ject investig
ated.
The dioram
a d
emonstrates g
ood know
ledg
e of the subject
investigated
.
The dioram
a d
emonstrates a b
asic know
ledg
e or beg
inning und
erstanding
of the sub
ject investigated
.
The dioram
a d
emonstrates very little
of the knowled
ge of the
subject investig
ated.
Style and
O
rgan
ization
Disp
lay is interesting and
attractive. Materials are
comp
lete and org
anized and
exceptionally w
ell p
resented.
Disp
lay is interesting and
attractive. Materials
are comp
lete and w
ell org
anized. Presentation
has both seq
uence and p
lan.
Some p
arts of the d
isplay are interesting
and som
e materials are
comp
lete and org
anized.
Presentation has some
sequence and
plan.
Disp
lay is uninteresting,
lacks interest and is untid
y. Materials
are incomp
lete and
unorganized
. Presentation has little or no seq
uence and p
lan.
Visu
al Desig
nA
ll imag
es, mod
els, costum
es, etc. are used to create a m
eaningful
presentation.
All im
ages, m
odels,
costumes are effective,
but there ap
pear to b
e too few
or two m
any.
Some im
ages, m
odels,
costumes are effective.
Too few im
ages, m
odels,
costumes are used
to be
an effective presentation.
Creativity an
d
Ap
pearan
ceProject is creative, excellently d
isplayed
and reflects orig
inality.
Good
creative effort. Project is neat and
shows
evidence of tim
e spent
on it.
Some creative attem
pt is
mad
e. Project is neat.Little creative effort. Project has a careless ap
pearance.
Presen
tation
Living d
iorama is
presented
in a highly
engag
ing m
anner where
all group
mem
bers
are enthusiastic and p
articipate eq
ually.
Living d
iorama is
engag
ing. M
ost group
m
emb
ers are enthusiastic and
particip
ate equally.
Living d
iorama is
somew
hat engag
ing.
Not all g
roup m
emb
ers ap
pear enthusiastic or
particip
ated eq
ually in the p
resentation.
Living d
iorama d
oes not eng
age aud
ience. Only
a few g
roup m
emb
ers had
an active in the p
resentation.
© Province of British Columbia My Seasonal Round Blackline Masters 34
My Sea
son
al R
ou
nd
R
ub
rics
Pau
se an
d P
on
der Jo
urn
al En
try Ru
bric
Exceeds Exp
ectation
sM
eets Expectatio
ns
Ap
pro
aches
Expectatio
ns
Need
s Wo
rk
Critical T
hin
king
Dem
onstrates excep
tional analysis, orig
inality and insig
hts
Dem
onstrates very good
critical thinking skills w
ith analysis, orig
inality and insig
hts
Dem
onstrates some
evidence of critical
thinking b
ut with little
analysis and orig
inality
Dem
onstrates very little evid
ence of critical thinking
skills with
little or no analysis and orig
inality
Develo
pm
ent o
f Id
easW
ell-develop
ed thoug
hts, id
eas, and d
etails which
show evid
ence of reflection, incorp
oration of new
ideas, and
an excellent g
rasp of
concepts
Expresses thoug
hts and id
eas with reasonab
le d
evelopm
ent. Reflects on new
ideas and
shows
a good
grasp
of new
concepts
Expresses b
asic thoughts
and id
eas and show
s som
e ability to reflect
and und
erstand new
concep
ts
Lacks detail; show
s little evid
ence of reflection.
Mech
anics
Exceptionally
well w
ritten, clear org
anization, uses correct g
ramm
ar, contains m
inor, if any, spelling
errors
Well-w
ritten and w
ell-org
anized, contains
some g
ramm
atical and sp
elling errors that
do not interfere w
ith und
erstanding
Shows som
e organization
but the w
riting contains
many g
ramm
atical and sp
elling errors
Not w
ritten in an org
anized m
anner. The g
ramm
atical and sp
elling errors m
ake it difficult to
understand