Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.Rosalind Poon has been a science teacher and Teacher Consultant for Assessment and Literacy with the Richmond School District for the past 18 years. In her current role, she works with school teams to plan and implement various aspects of the curriculum by collaborating with teams in professional inquiry groups on topics such as descriptive feedback, inquiry, assessment, and differentiation. Her passions include her family, dragon boating, cooking with the Instant Pot and making sure that all students have access to great hands-on science experiences.Deidre Sagert specializes in early years education, and is currently working as the Early Years Support Teacher for the St. James-Assiniboia School Division. She brings 20 years of experience to her current role where she mentors early years teachers in incorporating play-based learning and inquiry into all subject areas. She is passionate about ensuring all students have access to a stimulating environment where they are engaged in hands-on experiences and authentic learning. She enjoys spending time with her family in nature for rejuvenation and inspiration.Melanie Nelson is from the In-SHUCK-ch and Stó:loˉ Nations, and has experience teaching kindergarten through grade 12, as well as adults in the Lower Mainland of British Columbia. She has taught in mainstream, adapted, modified, and alternate settings, at the classroom, whole school, and district levels. Trained as an educator in science, Melanie approaches Western science through an Indigenous worldview and with Indigenous ways of knowing. Her Master of Arts thesis explored the experience of Indigenous parents who have a child identified as having special needs in school, and she is currently completing a Doctor of Philosophy in School Psychology at the University of British Columbia.Lisa Schwartz has been a Teacher Consultant for Assessment and Literacy with the Richmond School District for the past six years. As a consultant, Lisa facilitates professional learning with small groups and school staffs on topics such as the redesigned curriculum, Core Competencies, differentiation, inquiry, and assessment. She also works side by side with teachers co-planning, co-teaching and providing demonstration lessons to highlight quality, research-based instruction that supports all learners. Lisa is passionate about engagement, joyful learning, and success for all students.Hetxw'ms Gyetxw, also known as Brett D. Huson (he/him/his), is an award-winning storyteller and artist from the Gitxsan Nation in the Northwest Interior of British Columbia, Canada. Having grown up in this strong matrilineal society, he is passionate about his people's land and way of life. Brett’s vision to share the knowledge, stories, and worlds of the Gitxsan was the inspiration behind his award-winning Mothers of Xsan series. He is also a Research Associate at the Prairie Climate Centre, where he is developing new methods to bridge the gap between Indigenous knowledges and western sciences. With the support of his wife, Jeri, and their children, Warren and Ruby, Brett endeavours to continue sharing stories through writing, art, and photography.

• Introduction to Hands-On Science 5About Hands-On Science 5 Format of Hands-On Science 5 The Multi-Age Approach 6 Inquiry and Science 6 The Goals of Science Education in British Columbia 6 Hands-On Science Principles 7 Cultural Connections 8 Indigenous Perspectives and Knowledge 9 References 12 How to Use Hands-On Science in Your Classroom 13Multi-Age Teaching and Learning 13 Module Overview 13 Talking Circles 16 Multiple Intelligences Learning Centres 17 Icons 18 Makerspaces 19 Loose Parts 20 References 21 Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 22Observing 22 Questioning 22 Exploring 22 Classifying 23 Measuring 23 Communicating, Analyzing, and Interpreting 24 Predicting 25 Inferring 25 Inquiry Through Investigation and Experimentation 25 Inquiry Through Research 26 Addressing Students’ Early Literacy Needs 27 Online Considerations 27 References 28 The Hands-On Science Assessment Plan 29Student Self-Assessment 29 Formative Assessment 31 Summative Assessment 32 Indigenous Perspectives on Assessment 33 Connecting Assessment to Curricular Competencies 33 Module Assessment Summary 34 Important Note to Teachers 34 References 34 Assessment Reproducibles 35 What Are the Features of Plants and Animals? 59About This Module 60 Curriculum Learning Framework 65 Curricular Competencies Correlation Chart 66 Resources for Students 68 1 Initiating Event: What Do We Observe, Think, and Wonder About Plants and Animals? 72 2 What Can We Learn About Plants and Animals Through Storytelling? 77 3 What Do We Know About Living Things? 82 4 How Are Living and Nonliving Things Different? 87 5 Is It a Plant, an Animal, or Something Else? 92 6 What Do We Need to Grow and Be Healthy? 95 7 What Are the Needs of Living Things? 101 8 What Animals Live in Our Local Area? 106 9 How Do Animals Meet Their Needs in Their Local Environments? 110 10 How Do Different Indigenous Peoples View Animals? 114 11 How Are Adult Animals and Their Offspring the Same and Different FromEach Other? 118 12 What Can We Learn About Life Cycles? 123 13 What Plants Grow in Our Local Area? 130 14 What Do Plants Need to Stay Alive and Healthy? 134 15 How Do Different Indigenous Peoples Use Plants? 139 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 144 Appendix: Image Banks 149About the Contributors 161Hands-On Science Order Form 162

Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.Rosalind Poon has been a science teacher and Teacher Consultant for Assessment and Literacy with the Richmond School District for the past 18 years. In her current role, she works with school teams to plan and implement various aspects of the curriculum by collaborating with teams in professional inquiry groups on topics such as descriptive feedback, inquiry, assessment, and differentiation. Her passions include her family, dragon boating, cooking with the Instant Pot and making sure that all students have access to great hands-on science experiences.Deidre Sagert specializes in early years education, and is currently working as the Early Years Support Teacher for the St. James-Assiniboia School Division. She brings 20 years of experience to her current role where she mentors early years teachers in incorporating play-based learning and inquiry into all subject areas. She is passionate about ensuring all students have access to a stimulating environment where they are engaged in hands-on experiences and authentic learning. She enjoys spending time with her family in nature for rejuvenation and inspiration.Melanie Nelson is from the In-SHUCK-ch and Stó:loˉ Nations, and has experience teaching kindergarten through grade 12, as well as adults in the Lower Mainland of British Columbia. She has taught in mainstream, adapted, modified, and alternate settings, at the classroom, whole school, and district levels. Trained as an educator in science, Melanie approaches Western science through an Indigenous worldview and with Indigenous ways of knowing. Her Master of Arts thesis explored the experience of Indigenous parents who have a child identified as having special needs in school, and she is currently completing a Doctor of Philosophy in School Psychology at the University of British Columbia.Lisa Schwartz has been a Teacher Consultant for Assessment and Literacy with the Richmond School District for the past six years. As a consultant, Lisa facilitates professional learning with small groups and school staffs on topics such as the redesigned curriculum, Core Competencies, differentiation, inquiry, and assessment. She also works side by side with teachers co-planning, co-teaching and providing demonstration lessons to highlight quality, research-based instruction that supports all learners. Lisa is passionate about engagement, joyful learning, and success for all students.Hetxw'ms Gyetxw, also known as Brett D. Huson (he/him/his), is an award-winning storyteller and artist from the Gitxsan Nation in the Northwest Interior of British Columbia, Canada. Having grown up in this strong matrilineal society, he is passionate about his people's land and way of life. Brett’s vision to share the knowledge, stories, and worlds of the Gitxsan was the inspiration behind his award-winning Mothers of Xsan series. He is also a Research Associate at the Prairie Climate Centre, where he is developing new methods to bridge the gap between Indigenous knowledges and western sciences. With the support of his wife, Jeri, and their children, Warren and Ruby, Brett endeavours to continue sharing stories through writing, art, and photography.

• Introduction to Hands-On Science 5About Hands-On Science 5 Format of Hands-On Science 5 The Multi-Age Approach 6 Inquiry and Science 6 The Goals of Science Education in British Columbia 6 Hands-On Science Principles 7 Cultural Connections 8 Indigenous Perspectives and Knowledge 9 References 12 How to Use Hands-On Science in Your Classroom 13Multi-Age Teaching and Learning 13 Module Overview 13 Talking Circles 16 Multiple Intelligences Learning Centres 17 Icons 18 Makerspaces 19 Loose Parts 20 References 21 Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 22Observing 22 Questioning 22 Exploring 22 Classifying 23 Measuring 23 Communicating, Analyzing, and Interpreting 24 Predicting 25 Inferring 25 Inquiry Through Investigation and Experimentation 25 Inquiry Through Research 26 Addressing Students’ Early Literacy Needs 27 Online Considerations 27 References 28 The Hands-On Science Assessment Plan 29Student Self-Assessment 29 Formative Assessment 31 Summative Assessment 32 Indigenous Perspectives on Assessment 33 Connecting Assessment to Curricular Competencies 33 Module Assessment Summary 34 Important Note to Teachers 34 References 34 Assessment Reproducibles 35 What Are the Features of Plants and Animals? 59About This Module 60 Curriculum Learning Framework 65 Curricular Competencies Correlation Chart 66 Resources for Students 68 1 Initiating Event: What Do We Observe, Think, and Wonder About Plants and Animals? 72 2 What Can We Learn About Plants and Animals Through Storytelling? 77 3 What Do We Know About Living Things? 82 4 How Are Living and Nonliving Things Different? 87 5 Is It a Plant, an Animal, or Something Else? 92 6 What Do We Need to Grow and Be Healthy? 95 7 What Are the Needs of Living Things? 101 8 What Animals Live in Our Local Area? 106 9 How Do Animals Meet Their Needs in Their Local Environments? 110 10 How Do Different Indigenous Peoples View Animals? 114 11 How Are Adult Animals and Their Offspring the Same and Different FromEach Other? 118 12 What Can We Learn About Life Cycles? 123 13 What Plants Grow in Our Local Area? 130 14 What Do Plants Need to Stay Alive and Healthy? 134 15 How Do Different Indigenous Peoples Use Plants? 139 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 144 Appendix: Image Banks 149About the Contributors 161Hands-On Science Order Form 162

Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.Rosalind Poon has been a science teacher and Teacher Consultant for Assessment and Literacy with the Richmond School District for the past 18 years. In her current role, she works with school teams to plan and implement various aspects of the curriculum by collaborating with teams in professional inquiry groups on topics such as descriptive feedback, inquiry, assessment, and differentiation. Her passions include her family, dragon boating, cooking with the Instant Pot and making sure that all students have access to great hands-on science experiences.Deidre Sagert specializes in early years education, and is currently working as the Early Years Support Teacher for the St. James-Assiniboia School Division. She brings 20 years of experience to her current role where she mentors early years teachers in incorporating play-based learning and inquiry into all subject areas. She is passionate about ensuring all students have access to a stimulating environment where they are engaged in hands-on experiences and authentic learning. She enjoys spending time with her family in nature for rejuvenation and inspiration.Melanie Nelson is from the In-SHUCK-ch and Stó:loˉ Nations, and has experience teaching kindergarten through grade 12, as well as adults in the Lower Mainland of British Columbia. She has taught in mainstream, adapted, modified, and alternate settings, at the classroom, whole school, and district levels. Trained as an educator in science, Melanie approaches Western science through an Indigenous worldview and with Indigenous ways of knowing. Her Master of Arts thesis explored the experience of Indigenous parents who have a child identified as having special needs in school, and she is currently completing a Doctor of Philosophy in School Psychology at the University of British Columbia.Lisa Schwartz has been a Teacher Consultant for Assessment and Literacy with the Richmond School District for the past six years. As a consultant, Lisa facilitates professional learning with small groups and school staffs on topics such as the redesigned curriculum, Core Competencies, differentiation, inquiry, and assessment. She also works side by side with teachers co-planning, co-teaching and providing demonstration lessons to highlight quality, research-based instruction that supports all learners. Lisa is passionate about engagement, joyful learning, and success for all students.Hetxw'ms Gyetxw, also known as Brett D. Huson (he/him/his), is an award-winning storyteller and artist from the Gitxsan Nation in the Northwest Interior of British Columbia, Canada. Having grown up in this strong matrilineal society, he is passionate about his people's land and way of life. Brett’s vision to share the knowledge, stories, and worlds of the Gitxsan was the inspiration behind his award-winning Mothers of Xsan series. He is also a Research Associate at the Prairie Climate Centre, where he is developing new methods to bridge the gap between Indigenous knowledges and western sciences. With the support of his wife, Jeri, and their children, Warren and Ruby, Brett endeavours to continue sharing stories through writing, art, and photography.

• Introduction to Hands-On Science 5About Hands-On Science 5 Format of Hands-On Science 5 The Multi-Age Approach 6 Inquiry and Science 6 The Goals of Science Education in British Columbia 6 Hands-On Science Principles 7 Cultural Connections 8 Indigenous Perspectives and Knowledge 9 References 12 How to Use Hands-On Science in Your Classroom 13Multi-Age Teaching and Learning 13 Module Overview 13 Talking Circles 16 Multiple Intelligences Learning Centres 17 Icons 18 Makerspaces 19 Loose Parts 20 References 21 Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 22Observing 22 Questioning 22 Exploring 22 Classifying 23 Measuring 23 Communicating, Analyzing, and Interpreting 24 Predicting 25 Inferring 25 Inquiry Through Investigation and Experimentation 25 Inquiry Through Research 26 Addressing Students’ Early Literacy Needs 27 Online Considerations 27 References 28 The Hands-On Science Assessment Plan 29Student Self-Assessment 29 Formative Assessment 31 Summative Assessment 32 Indigenous Perspectives on Assessment 33 Connecting Assessment to Curricular Competencies 33 Module Assessment Summary 34 Important Note to Teachers 34 References 34 Assessment Reproducibles 35 What Are the Features of Plants and Animals? 59About This Module 60 Curriculum Learning Framework 65 Curricular Competencies Correlation Chart 66 Resources for Students 68 1 Initiating Event: What Do We Observe, Think, and Wonder About Plants and Animals? 72 2 What Can We Learn About Plants and Animals Through Storytelling? 77 3 What Do We Know About Living Things? 82 4 How Are Living and Nonliving Things Different? 87 5 Is It a Plant, an Animal, or Something Else? 92 6 What Do We Need to Grow and Be Healthy? 95 7 What Are the Needs of Living Things? 101 8 What Animals Live in Our Local Area? 106 9 How Do Animals Meet Their Needs in Their Local Environments? 110 10 How Do Different Indigenous Peoples View Animals? 114 11 How Are Adult Animals and Their Offspring the Same and Different FromEach Other? 118 12 What Can We Learn About Life Cycles? 123 13 What Plants Grow in Our Local Area? 130 14 What Do Plants Need to Stay Alive and Healthy? 134 15 How Do Different Indigenous Peoples Use Plants? 139 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 144 Appendix: Image Banks 149About the Contributors 161Hands-On Science Order Form 162