Explore the ways in which non-human creatures react to the world around them, and then reflect on how humans react (or should react) in similar situations. Find empathy for and understanding of other beings who share our world, and dig deeper into what makes a human being think and act the way they do.

Think critically about what it means to be “human” by investigating what makes us similar to or different from other animals. Roleplay as a cryptozoological creature (a Yeti) to research and ask questions about human physical, social, and behavioural characteristics. Use graphic organizers and a labelled diagram to “teach” an audience of other cryptozoological creatures (Yeti students) about the humans that live in their environment.

Build an awareness of perception by considering how different creatures of different sizes (e.g., an ant, a mouse, a human child, an elephant) might perceive the same item. Develop a vocabulary to describe how these creatures might see a simple object (like a flower) and create a visual representation of that object from each creature’s perspective.

Think about the word “Universe” and draw a picture of the images and ideas that this word brings to mind. Read about another person’s idea of what this word represents and note the differences or similarities between the two. Consider why people may have particular ideas about the universe and their place in it.

Research what life was like for a philosopher who accomplished something that was unexpected in the time and place in which he or she lived. Understand that not all great thinkers lived in a time or place in which their ideas or actions were considered acceptable or important. Learn about how philosophers overcame these obstacles in order to accomplish great things. Make connections between the accomplishments of this philosopher and personal goals for intellectual achievement.

Investigate local habitats, plants, or animals that are endangered or have been singled out for protection by people or organizations in the community. Think critically about whether they should be protected, and research what can and should be done in protection efforts.

Create a web of connections between humans and other creatures/elements in the natural world. Brainstorm, organize, and connect living and non-living things according to the way they interact and depend on each other. Create a visual representation of these connections and reflect on the experience.

Write a letter of advice to future generations on how to treat and interact with the natural world. Think critically about the way that people in the past used the natural world in their daily lives, and how it is used now. Form an opinion about parts of this relationship that need to change, and parts that should stay the same.

Think critically about things that exist in the world in which we live. Create a list of criteria to identify things that are alive, and things that are not. Discuss and debate the importance of living things and express an opinion about the importance of humans in relation to other living things.

Create a “living” list of questions about the environment, to be answered throughout the course of study. Assess questions for depth and complexity, and sort them accordingly on a Question Tree. Use the Question Tree to brainstorm, gather, and document questions as they are raised and addressed.

This bundle includes a card game, a word jumble, a word search, a matching activity, and a colouring page!

Using a variety of materials, create collages with images of robots and non-robots. Compare and discuss images to create a definition of what makes a robot different from another device.

Learn about the many different types of work robots can do, by finding examples in one’s classroom, home, and community. Begin to form a general definition of robots. Consider how robots of the future may be used in one’s community.

Identify important components of a robot by comparing them to human anatomy. Create a labelled diagram of a robot with explanations of its parts and their functions.

Distinguish between robots' abilities, and their uses. Think critically about the value of work done by robots, as well as the positive and negative impact this work has on daily life. Compile a list of guidelines for the creators of robots.

Explore the components that make up a robot, as well as the process by which they are built and programmed. Using visual aids and narrative passages, tell the “life story” of a robot.