Q. What happens to animals if they stay awake in the winter?

*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

 Wonderings, questions, ideas, and theories can be created through inquiry.

 The inquiry process helps us to discover new information and to confirm or question our theories about the world.
 Exploration of materials and modes promotes creative expression and thought.
 We can collect and organize data in different ways for different purposes.

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

OE13
As children progress through the Kindergarten program, they: use the processes and skills of an inquiry stance (i.e.,
questioning, planning, predicting, observing, and communicating)

OE23
As children progress through the Kindergarten program, they: use problem-solving strategies, on their own and with others,
when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts

OE19
As children progress through the Kindergarten program, they: collect, organize, display, and interpret data to solve problems
and to communicate information, and explore the concept of probability in everyday contexts

SRWB – Self-Regulation and

BC − Belonging and Contributing DLMB − Demonstrating PSI − Problem Solving
Well Being Literacy and and Innovating
Mathematics Behaviours

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about and to begin to
direct their own learning. Support the knowledge and skills
described in the overall expectations and conceptual
understandings.
 I can ask and answer questions relating to
the experiment.
 I can make predictions, text and draw
conclusions.
 I can report my results (in writing, visually,
orally)
Specific Expectations: describe in greater detail
the knowledge and skills related to overall expectations.
Success Criteria: Enable children to know when and what they are learning.
Accomplishments along the way.
 Use teacher prompts to answer questions and share
wonderings.
 Look at the material and question to make predictions of
the experiment.
 Represent learning in provided booklet.
Ways in Which Children Might Demonstrate Their Learning:
Children are not required to demonstrate their learning in all three ways.
SAY DO REPRESENT

1 13.1 state problems and pose questions in different  Students follow steps of the scientific method to conduct
contexts and for different reasons (e.g., before,
experiments in small groups.
during, and after inquiries)
13.2 make predictions and observations before and  Students use prior knowledge about hibernation and
during investigations migration to answer questions and make predictions.
 Students test their hypothesis through experimentation.
13.3 select and use materials to carry out their own
explorations
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 Q. What happens to animals if they stay awake in the winter?

 Students report their findings in a way they can

13.4 communicate results and findings from communicate most efficiently.
individual and group investigations

23.2 use problem-solving skills and their imagination

to create visual art forms
19.2 interpret data presented in graphs and draw
conclusions

The Educators’ Intentional Interactions: Teacher Questions/Prompts

How educators engage with children’s learning- students; strategies; materials; environment – based on observations
RESPOND CHALLENGE EXTEND
R: What do you think bears do in preparation for hibernation? How do you think our experiments relates to this?
C: How would the animal feel if they didn’t eat a lot of food to prepare for hibernating in the winter? What would happen?
E: What do you notice about the jars of fat? How are they different?

Assessment Documentation
Assessment As/Of Leaning
- Checklist
- Anecdotal notes
- Pictures take of the experiment in action
- Student journals
Materials required:
- Two labeled jars with butter (one is cold, the other is room temperature)
- Student booklets
- Center certificates
Possible learning next steps for learning:
This lesson is part of a 3-day science experiment rotation where students will have the opportunity to explore questions they
had about the hibernation inquiry – in action through experimentation.
The other two lessons are identical in scientific expectations, though have different focused questions and experiments.

Questions:
1. How do hibernating animals stay warm in the winter?
2. What happens to hibernating animals if they stay awake in the winter?
3. Why do birds fly and migrate in the shape of a “v”?

The three teachers in the class will lead the experiments with small groups of students.
T
MINDS ON
Script how you plan to engage the students with this opportunity. (if required)

Preparation
*Experiment materials mentioned above
*Student journals
*Questions
*Checklist assessments
*Sheet of paper for anecdotal notes
*Picture captivating device for documentation
*Student participation certificates

Whole Group Communications:

*Show visual for child experimenters

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 Q. What happens to animals if they stay awake in the winter?

“For the next three days girls and boys, you are going to act as scientists – conduction experiments on hibernation.”
“You will be put in groups that will rotate to a new experiment table each day (Wednesday, Thursday and Friday)”
“Before we begin, there are a set of ground rules everyone needs to be aware of.
We want everyone to have the chance to have fun with the experiments, get the chance to have a turn, ask and answer questions.
For this to happen, we have to follow these three rules. “

*Show the visual for safe, respectful, and responsible superheroes

(printed copy to stay pasted on the board to remind students of expectations)

“1. Always be safe when handling the materials.

2. Always be respectful of each other, the teacher, all ideas, and space.
3. Always be responsible – you know what to do, make the right decision.

Those who do not follow these three rules will be asked to sit out, and will not be able to participate in the fun experiment”

“What is the scientific method?”

“When you’re at the stations, we will follow a process called the scientific method. Here are the steps illustrated in your booklets.”

*Take out booklets for visuals

“First we ask a question – each station will have a specific question to lead the experiment”
“Then we observe and make what is called a hypothesis – another word for prediction or simply guessing what we think is going to
happen”
“We then get to run the experiment!”
“After that you will say what happened – what you learned”
“Finally, you will use your booklet to report what you learned – was your hypothesis correct? You can do this in writing, drawing, or
aloud”

“Am I wrong or are we ready to go into groups – let’s get this investigation started!”

*Separate the students into groups

Group names: Team Woodchuck / Team Bear / Team Turtle
- Each station will have an identifying label
- Each student will have their name and image of their team name on their booklet.
-
“Welcome to the hibernation station, at this table we will be testing what happens to animals if they stay awake in the winter?“

Teacher prompts (Written on separate piece of paper with answers)

- How is the bear’s body temperature in the winter? Is it cold or would it be warm?
- What happens if the bear is roaming around, ice-skating, or making snow angels instead of sleeping? What happened to his
body temperature?
- Why do bears, woodchucks, or skunks have to hibernate? (KWL questions from Kaitlyn, Musa and Parker)
- When the bear is up and moving around, he is using all his energy and will get tired and hungry. With little food in the winter,
the bear may starve and will not be able to restore enough body fat to stay warm.

This experiment uses two jars with a knob of butter. One is cold to represent the cold temperature of a hibernating bear and the other
is at room temperature to represent what would happen if the bear is awake. The students will be given the opportunity to hold and
shake the jar vigorously to enact the bear being active and melting away the fat rather quickly.

** Use given sheet for experiment instructions**

** Use checklist for student assessments **

When students are done with the experiment, they will be awarded a certificate of completion in their booklet.
Date: November 29- December 1, 2017 - Learning Opportunity: Science Experiment (Butter)

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