We started by doing a See/Think/Wonder around the empty incubator and then followed that up by doing another one once the eggs had been added to it. There was lots of discussion around the role of the temperature played. Some of the children made connections to the incubator or box as they called it keeping the eggs warm like a mother bird would. From my observations, almost all of the children were certain they would be from a bird or a bird would be in them. For example, June said “I think birds, birds have eggs.” Another said, “If they are birds eggs and we heat them, then they will hatch.” Some thought that the eggs were just food to eat but couldn’t reconcile why we would be keeping them in a warm box if that were the case.
I wanted to allow students to follow a more real life type of inquiry in chemistry labs that would allow them to experiment, make mistakes, revise their approach and retest. I would hope that this... read more
This inquiry unit introduces nests and the concept of shelters/homes. Throughout this unit both the teacher and students will; explore, experiment, discuss, theorize, predict, print, draw, construct,... read more
Connecting with the Natural World Junior Division Integrated Curriculum: Grade 6 Biodiversity Activities
The lessons in this set of activities are written from the perspective that Biodiversity can be learned best in the outdoors where the diversity of life can be discovered and experienced by students... read more