(a) |
Identify the plants and animals which can be found in the communities (e.g., house, village, farm, reserve, and city) in which students live. |
(b) |
Differentiate between populations, communities, and habitats using local and regional examples. |
(c) |
Predict and research the populations of plants and animals that exist in various habitats (e.g., desert, farmland, meadow, tree, forest, rain puddle, seashore, lake, river, tropical forest, tundra, river delta, and mountains). |
(d) |
Discuss stories that demonstrate the interdependence of land, water, animals, plants, and the sky in traditional worldviews. |
(e) |
Draw upon facets of Indigenous worldviews, such as the Medicine Wheel or circle of life, to examine understanding about the interdependence of plants and animals in various habitats and communities. |
(f) |
Classify plants and animals, including humans, according to their role(s) (e.g., producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger, and decomposer) in food chains and food webs. |
(g) |
Construct a visual representation of a specific food chain that exists within a habitat or community. |
(h) |
Analyze food webs as representations of multiple food chains. |
(i) |
Describe how both traditional methods and modern technologies (e.g., time-lapse photography, high-speed photography, and radio collar tracking) enable humans to increase their knowledge of plants and animals within habitats and communities. |
(j) |
Conduct a simulation or role play to demonstrate the interdependence of plants and animals in a habitat or community. |
(k) |
Predict how the removal of a specific plant or animal population may affect a community in the short- and long-term. |
(l) |
Observe and maintain a habitat such as a terrarium, aquarium, mealworm box, ant farm, pond in a bottle, or vermiculture to examine interactions between plants and animals, and their environments. |
(m) |
Show concern and respect for the safety of self, others, plants and animals when maintaining a habitat. |