1. infer/predict why animals have a particularly strong sense,
2. research and explain why an animal as a particularly strong sense (with the option to photocopy a reference page to the backside of the documentation paper).
This correlates particularly to the Ontario Grade 2 Science curriculum: Understanding Life Systems - Growth and Changes in Animals.
2.2 observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources (e.g., observation of live animals in the schoolyard; books, videos/DVDs, CD-ROMs, and/or Internet sources that depict animals in a positive light)
2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods (e.g., read simple non-fiction texts and Aboriginal stories; observe animal activity in the schoolyard and surrounding areas, and record findings)
2.6 use scientific inquiry/research skills and knowledge acquired from previous investigations, to investigate the basic needs, characteristics, behaviour, and adaptations of an animal of their choice
3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment (e.g., some birds migrate to a warmer climate for the winter; the design of a whale’s flipper allows the whale to turn, steer, and balance; the cecropia moth has the pattern of a snake’s head on its wings: the hypothesis is that this is to frighten its predators away)
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