INTRODUCTION     The following information is based on Kindergarten to Grade 4 Science: Manitoba Curriculum Framework of Outcomes which itself is based on the Pan-Canadian's Common Framework of Science Learning Outcomes (K - 12). Each outcome includes a brief description of the outcome, teacher background information, suggestions for instruction, a list of the general learning outcomes (GLOs) covered and overall skills and attitudes (cluster 0 outcomes) addressed in the outcome. Each outcome also contains a page number reference to the Manitoba Education and Youth document entitled "Kindergarten to Grade 4 Science: A Foundation for Implementation" (1999). Also, where appropriate, worksheets, activities and examples have been included.     To download these activities and/or worksheets (A=Activity... W=Worksheet...), right click on the corresponding colour button(s) for each learning outcome. Select "Save Target As" to save the exercises to your computer as Adobe PDF files. To view these files, open Adobe Acrobat Reader and open the PDF files. To download a free copy of the reader, click here.

The four food groups of Canada's Food Guide to Healthy Eating are:                                     1) Grain Products,                                     2) Vegetables and Fruits,                                     3) Milk Products, and                                     4) Meat and Alternatives.     Each food group is important because they provide our bodies with the nutrients and vitamins we need in order to be healthy. For more information on food groups and how fish can be a healthy part of a balanced diet, see Teacher Background Information in "Food Groups" and "Food Puzzle."

Put students to the test! See if they can place all the different types of food listed into the appropriate food group by filling out the chart provided.     Hope you've been eating your carrots...Students will use their eyes to find and circle all the food-themed words in the word search!

Fish can be a healthy part of any diet. Fish can provide many vitamins to humans and are a good source of protein.     According to Canada's Food Guide to Healthy Eating there are four main food groups. They are: 1) Grain Products, 2) Vegetables and Fruits, 3) Milk Products, and 4) Meat and Alternatives. Fish belong in the Meat and Alternatives category. For more information about the four food groups and the role of fish in a healthy diet, refer to Teacher Background Information in "Fish Survey," "My Fish Recipe Book," "Create a Fish Meal," and "Cook a Fish Meal."

Students will survey their classmates about the different kinds of fish they like to eat. They will then graph their data using the template provided. This activity also meets Mathematics outcomes 2.SP.1. and 2.SP.2.     Students will share their favourite fish recipes from home and put together a collection for their very own cook books! Encourage them to try these recipes at home!     Use one of the recipes submitted by students to cook a fish lunch or breakfast. Make sure to include healthy side dishes and beverages. Yum!     Students will plan a healthy meal with fish as the main course! They will choose and cut out healthy side dishes for their meal. Watch out though, some of the food options may not be healthy choices...

Every living thing has a specific natural life cycle, which is the continuous sequence of changes undergone by an organism from one primary form to the development of the same form again. To move from one form to another the organisms undergo metamorphosis, or transformation. This process can be very slow or very fast, depending on the type of organism.     Generally, life stages for fish include egg, larva, pupa, and adult. However, specific life cycles may vary depending on species. For more information on fish life cycles, refer to Teacher Background Information in "Fish Life Cycles" and "Fish Metamorphosis Wheel."

Students will learn about the various stages in a fish life cycle by cutting out pictures of sturgeon and catfish growth stages and sorting them in the correct order.     With this fun, hands-on activity, students will create their own "metamorphosis wheels" that show the different life stages of sturgeon and catfish.

All living things live and grow differently. Some have very long life spans and take years to reach adulthood, like most large mammals. Others reach maturity within days or weeks and have much shorter life spans, as is the case with many types of insects.     For fish, the average life span and length of time to reach maturity varies with each species. Some fish have short life spans. For example, emerald shiners usually do not live longer than three years and will reach maturity within the first year. Other fish, like lake sturgeon, have very long life spans. It takes approximately 25 years for sturgeon to reach maturity and they will typically outlive humans and grow to be very large. The largest recorded sturgeon in Manitoba was caught in 1903. It was approximately 150 years old and weighed 184 kg. Generally, the larger the species, the longer the average life span. For more information on the average life spans and length of time to reach maturity for common Manitoba animals, refer to Teacher Background Information included in "Lifeline".

In this activity, students will predict and compare the length of time it takes for different animals to reach adulthood. Students can work in pairs to decide where each animal should be placed on the lifeline. Then they can complete the "How do we grow?" worksheets using the lifeline they created.     This activity can also be printed in colouring book format so students can colour the different animal cards.

All animals display certain characteristics and behaviours. These can include the way animals move, the way they produce and care for their offspring, the way they sleep, the kinds of food they eat, and the kinds of habitats they prefer.     Fish display some behaviours that are the same as mammals like cats and dogs. For example, fish, like cats and dogs, sleep, jump, and have tails. They can also be kept as pets, just like cats and dogs. On the other hand, fish have many characteristics that are different from cats and dogs. For instance, instead of fur, they have scales. Fish live in water rather than land, and lay eggs rather than give birth. Other similarities and differences between fish and other animals can be explored using the activity "Compare and Classify".

With this activity, students will compare and classify different animals according to behaviours and characteristics using a Venn diagram. For example, eating habits, spawning behaviours, and habitat preferences. Students can write or cut out the pictures of behaviours and place them correctly in the Venn diagram.

Over time, things from nature often end up in aquatic habitats, like rocks, sediment, plants and fallen tree branches. Fish and other aquatic organisms may use these for shelter and nutrients. However, many things that end up in aquatic habitats can be harmful to fish and other living things that call these aquatic habitats home.     Many of the harmful substances in natural water bodies have been put there by humans or human activity. This includes toxic waste and by-products from household chemicals being released into the drain or sewer system. Some of the negative effects of these products include creating excess carbon dioxide in water, leaving fish and other aquatic organisms with less oxygen.     Other examples of human-caused dangers to aquatic habitats include oil spills and litter. Both create unhealthy and dangerous conditions for fish, as well as depleting aquatic ecosystems of natural beauty and aesthetic appeal. Discuss impacts of habitat changes on fish with your students by completing "Habitat Help".

Frankie the Fish needs your help! His habitat has been altered. Help him decide which habitats are healthy and which ones are unhealthy by cutting out and placing a "happy Frankie" inside the healthy habitats and placing a "sad Frankie" inside the unhealthy habitats. Then draw your own healthy and unhealthy habitats for Frankie.