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 An Arctic hare with the dark coat seen in summer in Newfoundland and Labrador.
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Sunset over Rankin Inlet, Nunavut, in August. |
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Curriculum
Links
Grade 1 | Grade
2 | Grade 4 | Grade
6 | Grade 7, Secondary 1
| Grade 10, Secondary 4
| Grades 11 and 12, Secondary 5
The learning outcomes identified below are relevant to the
information and material found in Ukaliq: The Arctic Hare.
The outcomes are taken from the Common
Framework of Science Learning Outcomes: Pan-Canadian Protocol
for Collaboration on School Curriculum:
- outcomes for Science, Technology, Society and the Environment
(STSE) are numbered 100 to 118
- outcomes for Skills: 200 to 215
- outcomes for Knowledge: 300 to 333.
Grade 1
| 100-4 |
observe and identify similarities and
differences in the needs of living things |
| 100-5 |
describe ways that animals meet their needs |
| 100-7 |
describe the different ways that living things move
to meet their needs |
| 100-8 |
identify and describe common characteristics of
animals, and identify variations that make each animal
unique |
| 103-2 |
recognize that living things depend on their environment,
and identify personal actions that contribute to a healthy
environment |
| 200-1 |
ask questions that lead to exploration and investigation |
| 200-3 |
make predictions based on an observed pattern (e.g.,
predict the movements of an animal based on pervious
observations |
| 201-5 |
make and record relevant observations and measurements,
using written language, pictures, and charts |
| 202-2 |
place materials and objects in a sequence or in
a group according to one or more attributes (e.g., group
by the numbers of legs) |
| 203-2 |
identify common objects and events, using terminology
and language that others understand (e.g., legs, body,
ears) |
Grade 2
100-15 |
compare the life cycles of familiar animals
and classify them according to the similarities and
the differences of their life cycle |
100-16 |
describe changes as they grow, and contrast human
growth to that of other organisms |
101-7 |
observe and describe changes in the appearance and
activity of an organism as it goes through its life
cycle |
102-6 |
identify constant and changing traits in organisms
as they grow and develop |
200-1 |
ask questions that lead to exploration and investigation |
200-3 |
make predictions based on an observed pattern (e.g.,
predict the movements of an animal based on pervious
observations |
201-5 |
make and record relevant observations and measurements,
using written language, pictures, and charts |
202-2 |
place materials and objects in a sequence or in a
group according to one or more attributes (e.g., group
by the numbers of legs) |
203-2 |
identify common objects and events, using terminology
and language that others understand (e.g., legs, body,
ears) |
Grade 4
104-1 |
demonstrate processes for investigating
scientific questions and solving problems |
104-6 |
demonstrate that specific terminology is used in
science contexts |
| 204-1 |
propose questions to investigate and practical problems
to solve |
204-3 |
state a prediction and a hypothesis based on an
observed pattern of events |
204-6 |
identify various methods for finding answers to given
questions |
300-1 |
compare the external features and behavioural patterns
of animals that help them thrive in different kinds
of places |
302-1 |
identify a variety of local and regional habitats
and their associated populations of plants and animals |
302-2 |
describe how a variety of animals are able to meet
their basic needs in their habitat |
302-3 |
classify organisms according to their role in a food
chain |
Grade 6
104-8 |
demonstrate the importance of using the
languages of science to compare and communicate ideas,
processes, and results |
105-6 |
describe how evidence must be continually questioned
in order to validate scientific knowledge |
107-11 |
identify examples of careers in which science and
technology play a major role |
204-1 |
propose questions to investigate and practical problems
to solve |
204-6 |
identify various methods for finding answers to
given questions |
206-1 |
classify according to several attributes and create
a chart that shows the method of classifying |
300-15 |
describe the role of a common classification system
for living things |
300-16 |
distinguish between vertebrates and invertebrates |
300-17 |
compare the characteristics of mammals, birds, reptiles,
amphibians, and fishes |
301-15 |
compare the adaptations of closely related animals
living in different parts of the world and discuss reasons
for any differences |
Grade 7, Secondary 1
109-1 |
describe the role of collecting evidence,
finding relationships, and proposing explanations in
the development of scientific knowledge |
109-12 |
distinguish between terms that are scientific and
those that are not |
112-4 |
provide examples of Canadians institutions that
support scientific endeavours |
112-8 |
provide examples to illustrate that scientific activities
take place in a variety of individual or group settings |
112-9 |
identify science-based careers in their community,
province or territory |
208-3 |
define and delimit questions and problems to facilitate
investigation |
306-3 |
describe interactions between biotic and abiotic
factors in an ecosystem |
Grade 10, Secondary 4
212-7 |
formulate operational definitions of
major variables |
214-1 |
describe and apply classification systems and nomenclature
used in science |
318-5 |
explain various ways in which natural populations
are kept in equilibrium and relate this equilibrium
to the resource limits of an ecosystem |
Grades 11 and 12, Secondary 5
214-1 |
describe and apply classification systems and nomenclature
used in science |
313-1 |
analyse and explain the life cycle of a representative
organism from each kingdom |
317-8 |
explain how behaviours such as instinct, and learned
behaviour help to maintain homeostasis |
318-7 |
compare Canadian biomes in terms of climate, vegetation,
physical geography, and location |
318-8 |
describe population growth and explain factors that
influence population growth |
318-9 |
analyse interactions within and between populations |
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