2023-2024 ALBERTA CURRICULUM GUIDE

GUIDING QUESTION: How can objects, humans and other animals move? 

OUTCOME: Children explore movement of animals.

• FIELD TRIP:  "Mixed" for Kinders: explore how 6-8 different species of animals use their bodies to fly, craw, slither, hop, or walk, and the different body parts that do it. We'll also look at the body parts these animals do to see, hear, taste, or use their other senses, and practice gentle touching, listening, and how to be kind to animals. 
• Want to focus on just bugs, or just reptiles and amphibians? No problem! We are happy to adapt our dedicated "Bugs & Butterflies" or "Reptiles & Amphibians" programs to kinders!

GUIDING QUESTION: How can environments be explored? 

OUTCOME: Examine and describe surrounding environments, with a knowledge base of studying animals growing. (Note: the curriculum suggest frogs. Be mindful that it is illegal under the Alberta Wildlife Act to raise and release frogs of any species due to conservation concerns.)

• PROJECT: Caterpillar kits Often done for life cycles later in elementary, a small caterpillar kit is an awesome supplement in kinder as well! These are a cute, fun, safe, introduction to how animals different from ourselves grow. The caterpillar kit is a very easy kit, with a short time span: the entire project is completed within 3-4 weeks, and we have kit sizes ranging from 5-15 caterpillars.
• PROJECT: Darkling beetle kit. Longer in timespan than the caterpillars, beetles are an interactive class pet that can be handled safely (unlike caterpillars!) by kids and are enjoyable to watch as they trundle about on Beetle Business.  Our darkling beetles can be fed a variety of foods, and do not fly, pinch, bite, or climb glass/plastic. A small beetle colony in class is a fantastic interactive display everyone can enjoy.

BONUS GUIDING QUESTION: How can instructions be used?

OUTCOME: Children interpret instructions in various elements. 

• All our programs and projects emphasize how instructions impact our experience through speaking, pictures, gestures, and different languages. 

GUIDING QUESTION: How do plants and animals survive?

OUTCOME: Children investigate and examine the needs of plants and animals, with a KNOWELDGE component of human interactions.

GUIDING QUESTION: In what ways can environments change?

OUTCOME: Students investigate environmental interactions and changes. 

• PROJECT: Caterpillar kits. The classic life cycle project, now not only relegated to grade 3 in AB! Native caterpillars are raised in the classroom and released as a beneficial pollinator. The caterpillar kit is a very easy kit, with a short time span: the entire project is completed within 3-4 weeks.
• FIELD TRIP:  "Bugs & Butterflies" Plant & Animal Interactions: explore how invertebrates interact with plant life by looking at their specific relationships as pollinators, consumers, and composters, and getting hands-on with fascinating living subjects. We also explore how these relationships meet the needs of humans, or could help us.
• FIELD TRIP:  Mixed Hibernation/Migration/Survival: investigate animal behavior through the seasons using creatures local to our area. Explore the hibernation styles of amphibians, butterflies, turtles, snakes, beetles, worms, and other bugs. We'll look at creatures that do not migrate OR hibernate - but have still figured out how to live in the north (like cockroaches!). Migration of butterflies is a highlighted. We also discuss how human activity affects these patterns and behaviors among wildlife. 

BONUS GUIDING QUESTION: How can movement of animals be understood?

OUTCOME: Describe and record the ways the animals move along different paths. 

• Each species' movement will be explored in depth as a class. 

GUIDING QUESTION: How do plants and animals live and grow?

OUTCOME: Children investigate the growth and development of plants and animals, and consider their relationships to humans. 

• PROJECT: Caterpillar kits. The classic life cycle project, now not only relegated to grade 3 in AB! Native caterpillars are raised in the classroom and released as a beneficial pollinator. The caterpillar kit is a very easy kit, with a short time span: the entire project is completed within 3-4 weeks.
• PROJECT: Beetles. Don't want to do caterpillars? Beetles have a 4-part metamorphosis, and make longer lived and more friendly classroom pets. They cannot be released, but these are a fun and friendly alternative to raising butterflies. 
•  FIELD TRIP:  Mixed Life Cycles and Animal Parenting:  6-8 types of life cycles are presented and discussed using a mix of bugs, arachnids, reptiles and amphibians. We will explore life from start to finish: and consider how these animals have a relationship with humans. Special attention is on animals with complete or near-complete 4-part metamorphosis: butterflies, moths, beetles, frogs, toads. Baby animals are present.

*Note: the curriculum suggest frogs. Be mindful that it is illegal under the Alberta Wildlife Act to raise and release frogs of any species due to conservation and survival concerns - all our amphibians are at great risk due to diseases spread from humans, including through raise and release practices. Read more on this: http://savingalbertasherps.org/

GUIDING QUESTION: How do plants and animals survive?

OUTCOME: Children investigate and examine the needs of plants and animals, with a KNOWELDGE component of food chains and animal classifications.

• PROJECT: Mantis Hatchlings or Ootheca: Mantis are our second most popular class project after butterflies and unparralleled in interactions. They go from nymph size at under an inch, to a 4-inch giant bug that cannot bite or hurt us. They are voracious little predators that can be trained to eat from your hand, and as adults can fly about the classroom. With a lifespan of 6-8 months in captivity, you can start these in the fall to have them through the year, or do them as a spring hatching or rearing project. Available as eggs or nymphs. 
• PROJECT: Caterpillar kits. The classic life cycle project, and this is the classic grade it was taught in. Talk to your other teachers: it may be, with the re-distribution of caterpillars, that others would like to try this exciting and beautiful adventure and you may have to share it!
•  Native caterpillars are raised in the classroom and released as a beneficial pollinator. The caterpillar kit is a very easy kit, with a short time span: the entire project is completed within 3-4 weeks.
•  FIELD TRIP:  "Reptiles & Amphibians" Native Species: Food Chains & Helping Animals:  6-8 different types of animals are classified according to their role in a food chain. Carnivores, herbivores, and omnivores are all discussed: as well as animals more specialized versions (IE insectivores, scavengers). Kids get to watch a tortoise have a snack of crunchy lettuce or watch a toad or snake eat a worm at the end of class. 
• We will spend a length of time in this class discussing how to help our grievously troubled populations of native reptiles and amphibians: a conservation topic not often under discussion. Students will learn how to identify and respectfully interact with our native species of frogs, toads, and snakes in the wild, what species we have, and even how to help conservation of turtles in Canada.
• Optional for field trip: we can add bugs to a Food Chains program and do it as a mixed species.  

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Wetlands: Coming Soon

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Animal Science: Coming Soon

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