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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.Jennifer H. Manitowabi (she/her/hers) is an Ojibway educator and PhD student at Lakehead University. Throughout her career in education in both Canada and the US, she has worked as a bus driver, classroom teacher, principal, and education director. Jennifer encourages all teachers to incorporate Indigenous worldviews into their lessons and find opportunities to build relationships with the First Nations of Turtle Island. Jennifer is a member of Lac Seul First Nation, where she currently resides, and can often be found creating artwork that celebrates her culture.

• Introduction to Hands-On Science and Technology for Ontario, Grade 11Introduction to Hands-On Science and Technology 2Program Introduction 2The Inquiry Approach to Science and Technology 221st Century Teaching and Learning 3The Goals of the Science and Technology Program 3Hands-On Science and Technology Strands and Expectations 4Hands-On Science and Technology Fundamental Concepts and Big Ideas 4Hands-On Science and Technology Program Principles 5Infusing Indigenous Perspectives 5Cultural Connections 7Land-Based Learning 7Technology 7Sustainability 7Program Implementation 8Program Resources 8Classroom Environment 11Planning Units—Timelines 12Classroom Management 12Classroom Safety 12Scientific Inquiry Skills: Guidelines for Teachers 12Observing 12Questioning 13Exploring 13Classifying 13Measuring 14Communicating, Analyzing, and Interpreting 14Predicting 15Inferring 15Inquiry Through Investigating and Experimenting 15Inquiry Through Research 16Online Considerations 17Addressing Students’ Early Literacy Needs 17Technological Problem Solving 17Makerspace 18The Hands-On Science and Technology Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 22Performance Assessment 23Portfolios 23Evidence of Student Achievement Levels for Evaluation 24Important Note to Teachers 24References 25Assessment Reproducibles 26Achievement Chart for Science & Technology 41Unit 1: Needs and Characteristics of Living Things 43Introduction 44Unit Overview 47Curriculum Correlation 48Resources for Students 50Websites and Online Videos 521 What Do We Know About Living Things? 542 How Are Living and Nonliving Things Different? 593 What Parts Make Up the Human Body? 644 How Are Human Features Unique? 685 What Is Inside the Human Body? 726 What Do We Need to Eat to Stay Healthy? 777 What Do We Know About Our Five Senses? 818 Which Body Part Is Related to Each of the Five Senses? 879 How Do Our Senses Protect Us, and How Can We Protect Our Senses? 9010 What Are the Needs of Living Things? 9511 How Do Animals Meet Their Needs in Their Local Environments? 9912 What Do Plants Need to Stay Alive and Healthy? 10413 How Do Plants and Animals Work Together in the Environment? 10814 How Do We Maintain a HealthyEnvironment for All Living Things? 11215 Which Jobs and Hobbies Involve Plants and Animals? 11916 Inquiry Project: What More Do We Want to Know About Plants or Animals? 123Unit 2: Materials, Objects, and Everyday Structures 127Introduction 128Unit Overview 131Curriculum Correlation 132Resources for Students 133Websites and Online Videos 1341 What Do We Know About Objects and Materials? 1352 How Can We Describe Objects and Materials? 1403 How Can We Sort Objects and Materials? 1444 Why Are Some Materials Better Than Others for Certain Jobs? 1485 How Can Different Materials Be Used to Construct Objects? 1536 How Do We Decide Which Materials Are Best to Do a Job? 1577 Why Is It Important to Choose the Right Material for the Job? 1628 What Kinds of Waste Do We Produce in the Classroom? 1669 How Can We Build Objects With Recycled Materials? 17010 What Can We Learn About Structures in the School? 17411 What Can We Learn About Natural Structures? 17812 Inquiry Project: How Can We Make a Model Playground? 181Unit 3: Energy in Our Lives 185Introduction 186Unit Overview 189Curriculum Correlation 190Resources for Students 191Websites and Online Videos 1921 What Do We Know About Energy? 1942 How Do We Know We Get Energy From the Sun? 1993 How Do Living Things Get Energy? 2034 What Are Some Everyday Uses of Energy? 2085 How Do We Use Energy Safely? 2136 What Happens When Energy Is Lost? 2187 How Can We Save Electricity? 2218 How Do We Use Energy Throughout the Seasons? 2249 Inquiry Project: How Can We Design and Build Devices That Use Energy? 228Unit 4: Daily and Seasonal Changes 233Introduction 234Unit Overview 237Curriculum Correlation 238Resources for Students 239Websites and Online Videos 2411 What Do We Already Know About Daily and Seasonal Changes? 2432 How Do We Put Events in a Sequence? 2493 Is There a Sequence to Our Daily Activities? 2544 What Are Some Differences Between Day and Night? 2585 What Are Our Weekly Routines? 2646 How Are the Months of the Year the Same and Different? 2687 How Do We Know the Sun Gives Us Heat? 2738 How Does the Size of Our Shadow Change Throughout the Day? 2789 How Does the Temperature Change Throughout the Day? 28310 How Do Seasonal Changes Affect Plants? 28711 What Is a Good Design for a Bird Feeder? 29312 Which Activities Do People Do During Different Seasons? 29713 Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 30114 Inquiry Project: How Do Seasonal Changes Affect Animals? 305References 309Appendix: Image Banks 311About the Contributors 322

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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.Jennifer H. Manitowabi (she/her/hers) is an Ojibway educator and PhD student at Lakehead University. Throughout her career in education in both Canada and the US, she has worked as a bus driver, classroom teacher, principal, and education director. Jennifer encourages all teachers to incorporate Indigenous worldviews into their lessons and find opportunities to build relationships with the First Nations of Turtle Island. Jennifer is a member of Lac Seul First Nation, where she currently resides, and can often be found creating artwork that celebrates her culture.

• Introduction to Hands-On Science and Technology for Ontario, Grade 11Introduction to Hands-On Science and Technology 2Program Introduction 2The Inquiry Approach to Science and Technology 221st Century Teaching and Learning 3The Goals of the Science and Technology Program 3Hands-On Science and Technology Strands and Expectations 4Hands-On Science and Technology Fundamental Concepts and Big Ideas 4Hands-On Science and Technology Program Principles 5Infusing Indigenous Perspectives 5Cultural Connections 7Land-Based Learning 7Technology 7Sustainability 7Program Implementation 8Program Resources 8Classroom Environment 11Planning Units—Timelines 12Classroom Management 12Classroom Safety 12Scientific Inquiry Skills: Guidelines for Teachers 12Observing 12Questioning 13Exploring 13Classifying 13Measuring 14Communicating, Analyzing, and Interpreting 14Predicting 15Inferring 15Inquiry Through Investigating and Experimenting 15Inquiry Through Research 16Online Considerations 17Addressing Students’ Early Literacy Needs 17Technological Problem Solving 17Makerspace 18The Hands-On Science and Technology Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 22Performance Assessment 23Portfolios 23Evidence of Student Achievement Levels for Evaluation 24Important Note to Teachers 24References 25Assessment Reproducibles 26Achievement Chart for Science & Technology 41Unit 1: Needs and Characteristics of Living Things 43Introduction 44Unit Overview 47Curriculum Correlation 48Resources for Students 50Websites and Online Videos 521 What Do We Know About Living Things? 542 How Are Living and Nonliving Things Different? 593 What Parts Make Up the Human Body? 644 How Are Human Features Unique? 685 What Is Inside the Human Body? 726 What Do We Need to Eat to Stay Healthy? 777 What Do We Know About Our Five Senses? 818 Which Body Part Is Related to Each of the Five Senses? 879 How Do Our Senses Protect Us, and How Can We Protect Our Senses? 9010 What Are the Needs of Living Things? 9511 How Do Animals Meet Their Needs in Their Local Environments? 9912 What Do Plants Need to Stay Alive and Healthy? 10413 How Do Plants and Animals Work Together in the Environment? 10814 How Do We Maintain a HealthyEnvironment for All Living Things? 11215 Which Jobs and Hobbies Involve Plants and Animals? 11916 Inquiry Project: What More Do We Want to Know About Plants or Animals? 123Unit 2: Materials, Objects, and Everyday Structures 127Introduction 128Unit Overview 131Curriculum Correlation 132Resources for Students 133Websites and Online Videos 1341 What Do We Know About Objects and Materials? 1352 How Can We Describe Objects and Materials? 1403 How Can We Sort Objects and Materials? 1444 Why Are Some Materials Better Than Others for Certain Jobs? 1485 How Can Different Materials Be Used to Construct Objects? 1536 How Do We Decide Which Materials Are Best to Do a Job? 1577 Why Is It Important to Choose the Right Material for the Job? 1628 What Kinds of Waste Do We Produce in the Classroom? 1669 How Can We Build Objects With Recycled Materials? 17010 What Can We Learn About Structures in the School? 17411 What Can We Learn About Natural Structures? 17812 Inquiry Project: How Can We Make a Model Playground? 181Unit 3: Energy in Our Lives 185Introduction 186Unit Overview 189Curriculum Correlation 190Resources for Students 191Websites and Online Videos 1921 What Do We Know About Energy? 1942 How Do We Know We Get Energy From the Sun? 1993 How Do Living Things Get Energy? 2034 What Are Some Everyday Uses of Energy? 2085 How Do We Use Energy Safely? 2136 What Happens When Energy Is Lost? 2187 How Can We Save Electricity? 2218 How Do We Use Energy Throughout the Seasons? 2249 Inquiry Project: How Can We Design and Build Devices That Use Energy? 228Unit 4: Daily and Seasonal Changes 233Introduction 234Unit Overview 237Curriculum Correlation 238Resources for Students 239Websites and Online Videos 2411 What Do We Already Know About Daily and Seasonal Changes? 2432 How Do We Put Events in a Sequence? 2493 Is There a Sequence to Our Daily Activities? 2544 What Are Some Differences Between Day and Night? 2585 What Are Our Weekly Routines? 2646 How Are the Months of the Year the Same and Different? 2687 How Do We Know the Sun Gives Us Heat? 2738 How Does the Size of Our Shadow Change Throughout the Day? 2789 How Does the Temperature Change Throughout the Day? 28310 How Do Seasonal Changes Affect Plants? 28711 What Is a Good Design for a Bird Feeder? 29312 Which Activities Do People Do During Different Seasons? 29713 Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 30114 Inquiry Project: How Do Seasonal Changes Affect Animals? 305References 309Appendix: Image Banks 311About the Contributors 322

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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.Jennifer H. Manitowabi (she/her/hers) is an Ojibway educator and PhD student at Lakehead University. Throughout her career in education in both Canada and the US, she has worked as a bus driver, classroom teacher, principal, and education director. Jennifer encourages all teachers to incorporate Indigenous worldviews into their lessons and find opportunities to build relationships with the First Nations of Turtle Island. Jennifer is a member of Lac Seul First Nation, where she currently resides, and can often be found creating artwork that celebrates her culture.

• Introduction to Hands-On Science and Technology for Ontario, Grade 11Introduction to Hands-On Science and Technology 2Program Introduction 2The Inquiry Approach to Science and Technology 221st Century Teaching and Learning 3The Goals of the Science and Technology Program 3Hands-On Science and Technology Strands and Expectations 4Hands-On Science and Technology Fundamental Concepts and Big Ideas 4Hands-On Science and Technology Program Principles 5Infusing Indigenous Perspectives 5Cultural Connections 7Land-Based Learning 7Technology 7Sustainability 7Program Implementation 8Program Resources 8Classroom Environment 11Planning Units—Timelines 12Classroom Management 12Classroom Safety 12Scientific Inquiry Skills: Guidelines for Teachers 12Observing 12Questioning 13Exploring 13Classifying 13Measuring 14Communicating, Analyzing, and Interpreting 14Predicting 15Inferring 15Inquiry Through Investigating and Experimenting 15Inquiry Through Research 16Online Considerations 17Addressing Students’ Early Literacy Needs 17Technological Problem Solving 17Makerspace 18The Hands-On Science and Technology Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 22Performance Assessment 23Portfolios 23Evidence of Student Achievement Levels for Evaluation 24Important Note to Teachers 24References 25Assessment Reproducibles 26Achievement Chart for Science & Technology 41Unit 1: Needs and Characteristics of Living Things 43Introduction 44Unit Overview 47Curriculum Correlation 48Resources for Students 50Websites and Online Videos 521 What Do We Know About Living Things? 542 How Are Living and Nonliving Things Different? 593 What Parts Make Up the Human Body? 644 How Are Human Features Unique? 685 What Is Inside the Human Body? 726 What Do We Need to Eat to Stay Healthy? 777 What Do We Know About Our Five Senses? 818 Which Body Part Is Related to Each of the Five Senses? 879 How Do Our Senses Protect Us, and How Can We Protect Our Senses? 9010 What Are the Needs of Living Things? 9511 How Do Animals Meet Their Needs in Their Local Environments? 9912 What Do Plants Need to Stay Alive and Healthy? 10413 How Do Plants and Animals Work Together in the Environment? 10814 How Do We Maintain a HealthyEnvironment for All Living Things? 11215 Which Jobs and Hobbies Involve Plants and Animals? 11916 Inquiry Project: What More Do We Want to Know About Plants or Animals? 123Unit 2: Materials, Objects, and Everyday Structures 127Introduction 128Unit Overview 131Curriculum Correlation 132Resources for Students 133Websites and Online Videos 1341 What Do We Know About Objects and Materials? 1352 How Can We Describe Objects and Materials? 1403 How Can We Sort Objects and Materials? 1444 Why Are Some Materials Better Than Others for Certain Jobs? 1485 How Can Different Materials Be Used to Construct Objects? 1536 How Do We Decide Which Materials Are Best to Do a Job? 1577 Why Is It Important to Choose the Right Material for the Job? 1628 What Kinds of Waste Do We Produce in the Classroom? 1669 How Can We Build Objects With Recycled Materials? 17010 What Can We Learn About Structures in the School? 17411 What Can We Learn About Natural Structures? 17812 Inquiry Project: How Can We Make a Model Playground? 181Unit 3: Energy in Our Lives 185Introduction 186Unit Overview 189Curriculum Correlation 190Resources for Students 191Websites and Online Videos 1921 What Do We Know About Energy? 1942 How Do We Know We Get Energy From the Sun? 1993 How Do Living Things Get Energy? 2034 What Are Some Everyday Uses of Energy? 2085 How Do We Use Energy Safely? 2136 What Happens When Energy Is Lost? 2187 How Can We Save Electricity? 2218 How Do We Use Energy Throughout the Seasons? 2249 Inquiry Project: How Can We Design and Build Devices That Use Energy? 228Unit 4: Daily and Seasonal Changes 233Introduction 234Unit Overview 237Curriculum Correlation 238Resources for Students 239Websites and Online Videos 2411 What Do We Already Know About Daily and Seasonal Changes? 2432 How Do We Put Events in a Sequence? 2493 Is There a Sequence to Our Daily Activities? 2544 What Are Some Differences Between Day and Night? 2585 What Are Our Weekly Routines? 2646 How Are the Months of the Year the Same and Different? 2687 How Do We Know the Sun Gives Us Heat? 2738 How Does the Size of Our Shadow Change Throughout the Day? 2789 How Does the Temperature Change Throughout the Day? 28310 How Do Seasonal Changes Affect Plants? 28711 What Is a Good Design for a Bird Feeder? 29312 Which Activities Do People Do During Different Seasons? 29713 Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 30114 Inquiry Project: How Do Seasonal Changes Affect Animals? 305References 309Appendix: Image Banks 311About the Contributors 322