Camp Kawartha

Signs of the Seasons

Crunching leaves underfoot, ice on the pond, flowers in the field and geese migrating south. How do we know what season we are in? In this program students begin to understand phenology or seasonal change. We measure the length of shadows, the temperature, and we embark on a seasons scavenger hunt. By tuning children into the rhythms of seasonal change, we encourage them to appreciate the wonderful interconnectedness of the natural world.

Season Availability: Fall, Winter, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Kindergarten : Science Curriculum Links

Overall Expectations
1.   demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings;
3.   demonstrate an understanding of the natural world and the need to care for and respect the environment;
4.   use technological problem-solving skills (questioning, planning, predicting, constructing, observing, communicating) in free exploration, focused exploration, and guided activity.

Specific Expectations
1.1   ask questions about and describe some natural occurrences, using their own observations and representations
1.3   explore patterns in the natural and built environment

Grade 1 : Science Curriculum Links *

Understanding Earth and Space Systems: Daily and Seasonal Changes

Overall Expectations
1.   assess the impact of daily and seasonal changes on living things, including humans;
2.   investigate daily and seasonal changes;
3.   demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

Specific Expectations
1.2   assess ways in which daily and seasonal changes have an impact on society and the environment
2.1   follow established safety procedures during science and technology investigations
2.2   investigate the changes in the amount of light from the sun that occur throughout the day and year
2.3   investigate the changes in the amount of heat from the sun that occur throughout the day and in the various seasons
2.4   use scientific inquiry/research skills (see page 15), including generating questions and knowledge acquired from previous investigations, to identify daily and/or seasonal changes and their effects
2.5   use appropriate science and technology vocabulary, including investigate, temperature, hibernate, dormant, energy, and survival, in oral and written communication
3.1   identify the sun as Earth’s principal source of heat and light
3.2   define a cycle as a circular sequence of events
3.3   describe changes in the amount of heat and light from the sun that occur throughout the day and the seasons
3.4   describe and compare the four seasons (e.g., in terms of amount of daylight, type of precipitation, temperature)
3.5   describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”