Life Sciences

Magdalen Islands
Les les de la Madeleine

KaitlynRoeding
NicoleMacDonald
HilaryMacMaster
DsireTchommo
1

ElementaryGrade4Unit:MagdalenIslands

TableofContents:

LessonTitle:

Lesson1:Habitat

Lesson2:Habitat

Lesson3:SaltandPollution

Lesson4:PollutionintheWater

Lesson5:Weather

Lesson6:WeatherandClimate

Lesson7:Erosion

Lesson8:Erosion

SummativeAssignment

References

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Lesson1:
MagdalenIslandsHabitats
Grade4
Time:
1hour

THETEACHINGPROCESS

LessonOverview
ThislessonteachesstudentstolearnaboutMagdalenIsland,itshabitats,animals,plantsandthe
vocabularyofscience.ThislessonwouldbeusedinFrenchImmersionclassandwillrequire
studentstofindtherightFrenchwordsindecodingfirstandusinganonlinedictionaryif
necessary.
UnitObjectives:
Contenttobetaught
:
Studentscouldconstructadioramaorpostershowingtheirknowledgeoftherelation
betweenanimalsandtheirtypeofhabitat.

Standards:
NSESOutcomes:ContentStandard:LifeScienceHabitat
3021
identifyavarietyoflocalandregionalhabitatsandtheirassociatedpopulationsofplants
andanimals

GeneralCurriculumOutcome:
Studentswillbeexpectedtousethetermshabitat,population,
andcommunityinappropriatecontexts(1046)identifyquestionstoinvestigateaboutthetypes
ofplantsand/oranimalsatalocalhabitat,andtheconditionsunderwhichtheylive(2041).

SpecificCurriculumOutcome
:
Studentswillbeexpectedto:
1083
describehowpersonalactionshelpconservenaturalresourcesandcareforlivingthings
andtheirhabitats
2072
communicateproceduresandresults,usinglists,notesinpointform,sentences,charts,
graphs,drawings,andorallanguage

Listofmaterials:
BulletinBoardofMagdalenIsland(Fig.1)ShoeBoxesConstructionpaperScissorsGlue
PaintbrushColourcrayonsPaintStickynotesSciencejournalPencil.

TechnologyResource:
http://www.google.com/earth/explore/products/desktop.html
Whiteboardactivitymatchinganimalswiththeirhabitats
AccesstoanonlinedictionarylikeLinguee.frorWordreference.com

INSTRUCTIONALSEQUENCE
3

Structure:
Wholeclass
PairShare
Individual

Vocabulary:
Habitat
Livingorganism
Community
Population

ENGAGEthelearner
Fewdaysearlier,theBulletinBoard(Fig.1)wouldhavebeenputupintheclassroomwitha
suggestionboxtosaywhattheyknoworwanttolearnonstickynotes.

(Fig.1)

TeacherwillwritethelessontitleIlesdelaMadeleineandthegoalofthedayIcan
identifydifferenthabitatsandlivingthingsanimalsandplantsonthewhiteboard.
TeacherwillemptythesuggestionboxundertheBulletinBoardandhavestudentsread
themaloudtostartadiscussion.
TeacherwillaskifanybodyknowswhereMagdalenIslandissituated?Howitis?
Teacherwillaskstudents:whenIsayhabitat,whatdoyouthinkofit?
Useexampleofwoodlandwhereanimalscanfindfood,shelterandprotection.
4

Definehabitat:
Aplacethatishometoanimals(
weareanimals
)andplants.

Activity:
StudentswillshowwhattheyknowaboutHabitatincreatingadioramaorposter.
Whatsteacherdoing?
Whatarestudentsdoing?
Afterinformaldiscussion.

Definehabitat:Aplacethatishometoanimals(weareanimals)

andplants.
Students
inpairs
willdiscuss
Teacherwillaskstudentstoclosetheireyesandthinkabout
andrecordintheirjournalswhat
theirhabitat?Whatarelivingorganismsintheirhabitat.
Teacherwillgoaroundtabletoassesstheprogressiononthe theyfoundintheirhouse.
work.

EXPLOREtheconcept
TeacherwillshowMagdalenIslandonGoogleEarth,model
expectationstopredictwhatanimalscanliveindifferenthabitats?
http://www.google.com/earth/explore/products/desktop.html
TeacherwillgiveinformationonLesIlesdelaMadeleine:partof
Qubec8majorIslandsoneinhabitedand4tinyones.

Teacherwillputonthewhiteboardstudentsresponsesondifferent
habitats:Mainland,Ocean,SandBeaches,SaltmineSandstone
cliffs,dunes,lagoons,bays.

TeacherwillputtheMagdalenIslandgametomatchanimalsto
theirhabitatsonSmartboard?

Teacherwoulddefine
group
ofstudentstoworktogether.
TeacherwouldmodelizehowtofeelAppendixA,howtomakea
Dioramaanddesignachecklistwithstudents.
TeachercouldencouragestudentstobuildaMagdalenIsland
DioramainashoeboxtoexhibittheirlabelledanimalswithFrench
names.Thelabelsshouldhaveinformationontheanimal.

Studentwillrecordhabitats
theypredictwhatanimal
livethereintheirhabitat
studytable(AppendixA)

Studentswouldwriteand
drawintheirjournals.

Studentswillmoveanimalto
therighthabitats.

Studentswillpick1to3
animalstobuildeachand
theirhabitat.Studentswill
definewhoisinchargeof
writing,drawing,research
andpaintingtheboxesand
whathabitattochoose.
Studentswilluseclayto
constructatleastoneanimal
eachfromonehabitat

EXPLAINtheconcept

Teacherwouldaskquestiontoassessifstudentshaveunderstood Studentswillpresenttheir
therelationoftheanimalhabitsandfood,sheltersizeor
clayandgiveandjustifywhy.
environmentlinkedtohishabitat.

ELABORATEontheconcept
Teacherwillemphasizestherighthabitatforeachanimalinterms Studentswouldaddtheir
ofhisskin,hisfood,hissize,hiswayoflivingasaclanoralone,his pointsofview,question,
community,hispopulation.
listen.

EVALUATEstudentunderstandingoftheconcept
Teacherwillevaluatestudentknowledgeandunderstandingofthe Studentswritetwothings
scientificvocabularythroughformativeassessmentlikediscussions theyhavelearnedandone
andexchanges,thegroupwork,thedioramawithanimalsadapted thingtheywanttoknowon
totheirhabitatandanexitsliponastickynotestostickonBulletin stickynoteExitSliptoputon
Boardwhereitwouldbecollected.
bulletinboard.

Accommodations:
Studentscoulddrawtheirexplanationsinsteadofwritingintheirjournals.
Forstrugglingstudents:
Theycandotheactivitiesinagroupofthreewithadvancedonesandasa
discussionordrawinginsteadofawritingactivity
Forgiftedstudents:
Havethemcomparetheiranimalsondifferentcriterialikenecessityofthickeror
thinnerskin
Forstudentswithdyslexia:
Providetypedclassnotes,clarifywhatneedstobeassessedbywritingon
whiteboard,giveextratime,encouragestudenttofindownstrategiestomemorisedand
encourageuseofspeechtotextapps
Forstudentswithdysgraphia:
Providereduceassignmentsandencourageoralanswers

Lesson2:
MagdalenIslandsHabitats
6

Grade4
Time:
1hour

THETEACHINGPROCESS

LessonOverview
Thislessonteachesstudentstolearnaboutthefoodchain,thusthepredatorandtheprey.
UnitObjectives:
Contenttobetaught
:
Studentscouldconstructapostershowingtheirfoodchain.

Standards:
NSESOutcomes:ContentStandard:LifeScienceHabitat
Comparetheexternalfeaturesandbehaviouralpatternsofvariousanimalsandrelatethese
featurestotheirabilitytomeettheirbasicneedsintheirnaturalhabitats(3022,3001)carry
outprocedurestoensureafairtestthatexploreshowappearanceaffectsvisibility(2051)

GeneralCurriculumOutcome:
Studentswillbeexpectedtousethetermshabitat,
population,andcommunityinappropriatecontexts(1046)identifyquestionstoinvestigate
aboutthetypesofplantsand/oranimalsatalocalhabitat,andtheconditionsunderwhichthey
live(2041).

SpecificCurriculumOutcome
:
Studentswillbeexpectedto:
1083
describehowpersonalactionshelpconservenaturalresourcesandcareforlivingthings
andtheirhabitats
2072
communicateproceduresandresults,usinglists,notesinpointform,sentences,charts,
graphs,drawings,andorallanguage

Listofmaterials:
StickynotesSciencejournalPosterpaperMarkersFoodChainGamecards/pergroup
of4
TechnologyResource:
SmartBoardactivityDyslexicstudentscomputers
INSTRUCTIONALSEQUENCE
Structure:
Vocabulary:
Wholeclass
CarnivoreOmnivoreHerbivore
PairShare
FoodChain
Individual
Plants
Groupof4
PreyPredator
ENGAGEthelearner
7

TeacherwillwriteonthewhiteboardIlesdelaMadeleineandthegoalofthedayIcan
identifythepreyandthepredator.
Activity:
StudentswillshowwhattheyknowaboutFoodchainbycreatingaposter.
Whatsteacherdoing?
Whatarestudents
TeacherwillwriteonSmartboardPreyandPredatorlikecatand doing?
mouse.
Studentsasawhole
ThenTeacherwillexhibitanimalpicturesandgiveawordbankof
classwilllistenandask
animalsfromMagdalenIsland(seeAppendixA).
questionstoinquire
ThenteachermodelonSmartboardthefoodchainwithaweb.
aboutthefoodchain.
Togetherteacherandstudentswillcreatethechecklist.
Studentsinpairswill
brainstormandwritein
theirjournals.
EXPLOREtheconcept
Teacherwilldefinegroupof4toworktogether.
Studentswillstart
Teacherwillmodelonthewhiteboardwhatsheexpectswithhaving researchingwhoisthe
twosidesontheirsheet:onepredator,oneprey.Thenusethis
predatorandwhoisthe
informationtobuildtheweb.
preyusingAppendixA.
Teachercantheninitiatethechecklistwiththestudents.

Studentswilldiscuss
Thenteacherwillgivestudentsaposterpaperandmarkerstodo
theirposter.Teacherwillwalkaroundthetablestoseeifhelpcanbe whoisdoingwhat:
drawing,writing,howto
given.
organisetheirfood
chain.

EXPLAINtheconcept
Teacherwillreinforcethenotionthatwearethepredatorofthe
Studentswillclarifyifits
chickenbecauseweeatthechickenandthechickenistheprey.But understoodornot.
thechickenisalsothepredatorfortheworms.Teacherwouldask
Studentswillstandif
studentstostandupifitsclear.
understoodandsitif
Teacherwouldaskstudenttopresenttheirworkattheirtables.
needclarification.
Teacherwillrecordwhatishappeningatthetables.
Studentswillpresent

theirworkandjustify
answers.
ELABORATEontheconcept
TeacherwillgivethecardsfromtheFoodchainGametoreinforce Studentsplaythegame
thelearning.
recreatingafoodchain

withthosecards.

EVALUATEstudentunderstandingoftheconcept
8

Teacherwillgivestickynotesasexitsliptostudentstowrite Studentswritetwothings
3thingstheylearned,likeanddislike.Teacherwillalso
theyhavelearnedand
evaluatetheinputontheposterinrelationtothechecklist.
onethingtheywantto

knowonstickynoteExit
slip.
Accommodations:
Studentscandrawor/andwritefewersentencesintheirjournals.
Giftedstudents:Findmoreanimalsthantheprovidedlistofanimals.
Forstudentswithdyslexia:
Provideacomputer.Providetypedclassnotes,clarifywhatneedstobe
assessedbywritingonwhiteboard,giveextratime,encouragestudenttofindown
strategiestomemorisedandencourageuseofspeechtotextapps
Forstudentswithdysgraphia:
Providereduceassignmentsandencourageoralanswers

10

11

AppendixA

FoodChainActivity
Directions:
Createafoodchainbyconnectingorganismsstartingwiththetopconsumersin
thehabitatandfinishwiththechainwiththeprimaryproducer.Usethewordbankbelow.

WordBankasadeparturepoint
*Feelfreetomakemoreresearchesonlineforyourfoodchain
Fauna
MARINEMAMMALS
GreySeal
HarborSeal
HarpSeal
HoodedSeal
MinkWhale
FinWhale
AtlanticWhitesidedDolphin
HarborPopoise

LANDMAMMALS
RedFox
DeerMouse
NorwayRat
MeadowVole
RedSquirrels
Hares

BIRDS
Morethan300listedspecies
Flora
BeachGrass
SeaBeachSandwort/BlackSandwort
BeachPea
SeaRocket
BlackCrowberry
Starflower
Gramineae
BalticRush
Glasswort
MarshRosemary

12


TEACHERASSESSMENTCHECKLIST
Degreesofachievement
Therearethreedegreesofachievementsignalledinthechecklists,togetherwithaspacefor
theteachertowritemoredetailabouteachlearner:
3.Indicatestheitemisyettobeachievedbythelearner
2.Indicatesthattheitemhasbeenachieved,butnotalwaysconsistentlyortoahighstandard,
bythelearner
1.Indicatestheitemhasbeenachievedconsistentlyandtoahighstandardbythelearner.
TeachersName:
321
Comments
___________
StudentsName:
____________
Date:_______________
Canexplainwhatpreyis.

Canexplainwhatpredatoris.

Canunderstandtheroleofthe

foodchain.

ExitSlipStudent:
Studentswritetwothingstheyhavelearnedandonethingtheywanttoknow
onstickynotesExitSlip.

Lesson3:
SaltCompaniesandPollution
13

GradeFour
Time:30minutes

STSE1051:
describecurrentinvestigationsoflocalorregionalhabitatissues
NGSSStandards: 3.LifeScience:InterdependentRelationshipsinEcosystems
4.EarthsSystems:ProcessesthatShapetheEarth

Studentswillbeexpectedto:
Investigatelocalorregionalhabitatissues(e.g.,theuseofpesticidesorher
bicidespray,
insectinfestation,oilpollutionorsewagetreatment).(1051)
Predicthowtheremovalofaplantoranimalpopulationaffectstherestofthecommunity
(3011)
relatehabitatlosstotheendangermentorextinctionofplantsandanimals(3012)

Objectives:
Studentswillbeabletounderstandmoreabouttheisland,andhowpollutionisa
majorprobleminwaterways.

MaterialsNeeded:
Chartpaperandmarkers,Blankpaper,pencilcrayons
PollutionStory(seebelow)

Engagement:
Teacher:
InitiallytelltheclassabouttheCanadianSaltCompanySeleineMineswhich
producesroadsaltforuseinQuebec,AtlanticCanada,andtheUnitedStates.Itproduces1
milliontonsofsaltayear,andemploys200people.Makeapointofsayingthatitisamajorsalt
producerfortheseconsumers,anditanimportantplant.Nowbegintotalkaboutpollution
(addedsalttotheocean,wastechemicals,garbage,fuelsetc.)andbrainstormalistonchart
paperwiththeclassaboutwhattheythinkthesaltplantmaybedoingfortheenvironmentofthe
MagdalenIslands.
Students:
willbebrainstormingwiththeteacheraboutthedifferentkindsof
pollutiontheislandmaysufferfrom.
(10minutes)

Exploration:
Teacher:
willhandoutthepaperandpencilcrayons.Theteacherwillthenbeginreading
thepollutionstory(seebelow)andthestudentswillfillintheirblankpagewiththeitemsthat
arebeingdumpedintotheocean.Thiswillshowthestudentsthattherearemanythingsinthe
oceanthatshouldnotbethere.
Students:
willbedrawingontheiroceanpicturestoshow
everythingthattheywouldfindinapollutedocean.
(15minutes)

Explanation:
Teacher:
willbeexplainingwhattheyshouldbedrawingthroughoutthestory.Theywill
bewalkingaroundtheroomtomakesurethateachstudentisontaskanddrawingthecorrect
thingsintheiroceanpicture.
Elaboration:
14

Teacher:
willbringtheclassbackforafinaldiscussionabouttheirpictureswhenthe
storyisover.Whatdidtheydraw?Whatimpactdotheythinkallofthesethingswouldhaveon
theisland,thepeople,ortheanimals?
Students:
willbeengagedinthediscussion,and
allowedtoshowcasetheirpicturestotheotherstudents.
(5minutes)

Evaluation:
Teacher:
willbecirclingtheroomtoperformaformativetypeofassessmentasthe
studentsaredrawingtheirpictures.

Accommodations:
Forthisactivity,Iwillmakesomeaccommodationsforstudents.Forthe
studentwithdyslexiatheteacherwillhaveaccommodatebyreadingthechartpaperoutloud,
andgivingtheinstructionsorally.Forthestudentwithdysgraphia,theywillbegivenan
computerwheretheycanpullanassortmentofpicturesontoablankpageinordertoavoid
writing.

PollutionStory:
TherewasamanwholivedontheMagdalenIslands.HisnamewasFrank,andhelived
onthesemajesticislandswithhiswife,Beatrice,andtheirthreekidsBen,Sam,andStacey.
FrankhadajobattheSeleineMineswhichproducedtonsandtonsofroadsalttoplaces
acrossCanadaeachyear.Onthisjob,Frankwasinchargeofmakingsurethattheplantdidnot
allowforanymorepollutiontooccurthannecessary.Frankstartedeachdaybywalkingaround
theplantandcollectinggarbageanddebrishewouldfind.Hedidntwantthistogetintothe
ocean,oronthestreetsoftheisland!MagdalenIslandsareknownfortheirbeauty,andthis
garbagewoulddamperthatprestigeimage.Today,Frankfoundthreesodacans,acardboard
box,andasheetofplasticthathadblownoffoneoftheroofs.Thesethingscouldallhave
endedupharmingsomethingorsomeone!Next,Frankwentinsidetheplant,andfoundthatthe
garbagebinswerealloverflowing!Moregarbagecouldhaveendedupintheocean!Frank
movedontothestorageroomwherehefoundaleakycanisterofoil!Whatifsomeonehadput
thatcanoutsideandnotknownthatitwasleaking!Hequicklycleanedupthemessand
disposedofthecanisterproperly.Finally,Frankwentovertohisbosssoffice.Therehelearned
thathisbosshadpurchased17newdieseltrucksfortheminethatmorning,butwhentheywere
fillingthemsomedieselhadspiltontotheground.Frankquicklyrushedtogetthesolvent,and
cleanedupthemess.Itisagoodthingthatnoanimalswereharmed!Frankhadseenenough
garbageandwasteforoneday!WhatamesstheIslandwouldlooklikeifFrankwasntthereto
cleanup!

Lesson4:
Pollutioninthewater
15

GradeFour
Time:30minutes

STSE1051:
describecurrentinvestigationsoflocalorregionalhabitatissues
NGSSStandards: 3.LifeScience:InterdependentRelationshipsinEcosystems
4.EarthsSystems:ProcessesthatShapetheEarth

Studentswillbeexpectedto:
Investigatelocalorregionalhabitatissues(e.g.,theuseofpesticidesorher
bicidespray,
insectinfestation,oilpollutionorsewagetreatment).(1051)
Predicthowtheremovalofaplantoranimalpopulationaffectstherestofthecommunity
(3011)
relatehabitatlosstotheendangermentorextinctionofplantsandanimals(3012)

Objectives:
Studentswillbeabletounderstandhowpollutionisamajorprobleminwaterways,
andcouldharmtheislandsecosystem.

MaterialsNeeded:
5plasticcontainersbigenoughtoholdseverallitresofwater
Bluefoodcolouring
soil,vegetableoil,paper,plasticjuicecans/popcansandotherkindsofgarbage

Engagement:
Teacher:
Initiallyrecapfromyesterdayandgoovertheanchorchartmadeaboutthe
typesofpollutionthatthesaltminescouldleavebehind.Askthestudentswhatotherthingsthey
canthinkofthatmaypollutetheocean.Askthestudentsiftheythinkwecanundopollution.
Students:
willbebrainstormingwiththeteacheraboutthedifferentkindsofpollutiontheisland
maysufferfrom.
(5minutes)

Exploration:
Teacher:
willtelleachofthestudentstogotooneofthetablesalreadysetupwitha
containerofwaterwithbluefoodcolouring,andvariousobjectsofftotheside.Stepbystepthe
teacherwillguidethestudentsthroughplacingthevariousobjectsintotheircontainersofwater.
Theteacherwillstopaftereachthingisinsertedtoaskthestudentswhattheiroceansnow
looklike.Dotheythinkitwouldbeagreatplaceforanimalstolive?Thiswillshowthestudents
thattherearemanythingsintheoceanthatshouldnotbethere.
Students:
willfollowalongand
performtheexperimentsastheteachergiveseachstep,andcontributetothediscussionthatis
takingplace.
(20minutes)

Explanation:
Teacher:
willbeexplainingwhattheyshouldbedoingtheentiretime,andwillbe
circulatingtheroomtomakesurethateachgroupisperformingtheexperimentasplanned.The
16

teacherwillaskeachstudenttoplacedifferentitemsintotheircontainerandthenaskwhattheir
waterlooksliketodrawanyconclusionsaboutwhetherornottheycanundopollution.

Elaboration:
Teacher:
whentheexperimentsarefinished,allowthestudentsafewminutesto
attempttoundotheirpollutedwaters.Askwhy/whynotitispossible.Whatdotheythinkabout
howtheislandmaybecomepolluted?Whatimpactdotheythinkallofthesethingswouldhave
ontheisland,thepeople,ortheanimals?
(5minutes)

Evaluation:
Teacher:
willbecirclingtheroomtoperformaformativetypeofassessmentasthe
studentsareaddingtotheirexperiments.Theteacherwillalsoaskforashortreflectiondonefor
homeworkandduetofollowingdaytoassesswhattheythoughtaboutwhattheylearnedinthe
pollutionsegmentofthisunit.

Accommodations:
Asthisactivityisahandsonexperiment,thereisnotmany
accommodations.Forthestudentwithdyslexiatheteacherwillhaveaccommodatebyreading
thechartpaperoutloud,andgivingtheinstructionsorally.Thefinalhomeworkpieceaboutwhat
theyhavelearnedaboutpollutionwillbedoneinclassforthisstudentandwiththehelpofthe
teacher.Forthestudentwithdysgraphia,thehomeworkassignmentwillbedoneorallyinclass
thenextday.

Lesson5:
Weather
17

GradeFour
Time:30minutes

STSE1051identifyexamplesofscientificquestionsandtechnologicalproblems
currentlybeingstudied

Studentswillbeexpectedto
OutcomesElaborations
StrategiesforLearningandTeachingMeasuringandDescribing
Weather(continued)useavarietyofsourcestogatherinformationtodescribethekeyfeatures
ofavarietyofweathersystems(2058,30211)

Objectives:
Studentswillunderstandtheweathercycle.

MaterialsNeeded:
Worksheetshowingstudentstheweathercycle.
boilingwater(kettle),matches,smallpopbottles.

Engagement:
Teacher:
Askstudentshowcloudsareformed,andcanwecreateacloudinabottle?
Studentswillgiveanarrayofanswers.Atthispointtheteachercanhandouttheworksheet
showingtheweathercycleofhowcloudsform.Studentsshouldlookoverhandoutandrecall
theweathercycle.Theymaythenmakeinferencesabouthowtomakeacloudinabottle.
(5
Minutes)

Exploration:
Teacher
willhaveallmaterialsneededtomakeacloudinabottlesetuponadisplay
table.Theteacherwillplaceboilingwaterinsideofbottle.Strikethematchandplacesmoke
fromthematchintothebottle,andplacethetopbackon.Thensqueezethesidesofthebottlea
fewtimes.Acloudwillbegintoforminsidethebottle.(5minutes)

Explanation:
Teacher:
shouldbeexplainingwhattheyaredoingduringeachstep,andhowthis
wouldhappenoutside.Studentscanbelookingattheirhandoutduringeachsteptomake
inferencesabouthowthiswouldhappenintheoutdoors.

Elaboration:
Students
willbeplacedingroupsandmaterialswillbegivensoeachgroupcancreate
theirowncloud.Theywillcompleteeachstepthemselvesandmaketheirownclouds.The
teachershouldbewalkingaroundmakingsureeachgroupishavingsuccessinmakingtheir
cloudsinabottle.

Evaluation:
18

Students
willdrawtheweathercycleonaseparatepieceofpaper,andmakenotes
abouteachsteptheycomplete.Thiscanbehandedinattheendofclass,toseewheremore
informationneedstobediscussed.

19

20

Lesson6:
WeatherandClimate
Grade4
Time:30minutes

STSE1051identifyexamplesofscientificquestionsandtechnologicalproblems
currentlybeingstudied.
Studentswillbeexpectedto
OutcomesElaborations
StrategiesforLearningandTeachingMeasuringandDescribing
Weather(continued)useavarietyofsourcestogatherinformationtodescribethekeyfeatures
ofavarietyofweathersystems(2058,30211)

Objectives:
Studentswillidentifywaysofgatheringinformationtotrackweather,focusingon
typesofweatherthatMagdalenIslandwouldencounter.

MaterialsNeeded:
Smartboard.Picturesofdifferentweatheronmagdalenisland.
chartpapertogenerateideason,markers.
Methodsofmeasuringweather

Engagement:
Showstudentsthedifferentpicturesofmagdalenisland.Havethemmakeinferenceson
eachpictureanddescribewhatweathermightbeoccurringthere.Allowthemtoanalyzeeach
picturetoseewhatseasonitisaswell.(3minutes)

Exploration:

Asaclass,comeupwithdifferentwaysofmeasuringweather.Thisshouldbedoneon
chartpaper,soitcanbeeasilyviewedwheneverneeded.Aftergeneratingseveralideas,
examplesofeachshouldbebroughtoutsostudentscanholdeachtypeintheirhand.Example:
thermometer,raingauge,windvane.

Explanation:
Teacher
shouldgiveanexplanationofhowtouseeachoftheweathergauges.
Studentsshouldhaveachancetofeelandexploreeachtype.Theteachershouldthenrefer
backtothepicturesofthedifferentweathersystemsonthesmartboard.Askstudentswhatthey
wouldusetomeasurethedifferenttypesofweather.

Elaboration:
Students
willbeginaweatherjournal.Theyshouldhaveanotebookwheretheycan
keeptrackofdifferentweatherforeachday.Theywillthenasaclass,gooutsidetoa
designatedareawheretheycanplaceeachweathergaugeinasectiontomeasureweather.

21

Evaluation:
Studentswillkeepajournalsotheycanmeasuretheweatheratdifferenttimes
throughouttheyear.Duringamondayscienceclass,timewillbegiventomeasuretheweather.
Aformativeassessmentwillbedonebyanalyzingeachstudentsjournaltomakesurethey
knowhowtoreadeachweathergauge,andhavecollectedthecorrectdata.

22

Lesson7:
ErosionandRocks
Grade4
Time:1Hour

IntroductiontoErosion

CurriculumOutcomes:Demonstrateavarietyofmethodsofweatheringanderosion
(3016)anddescribetheeffectsofwind,water,andiceonthelandscape(3015)

STSE:Demonstratethatspecificterminologyisusedinscienceandtechnologycontext
(1046)

StudentsPriorKnowledgeandMisconceptions:
Studentsmaybeunawareofthedifferent
typesoferosion.Studentsmayalsoalreadyknowwhaterosionis,butnotknowhowitaffects
theenvironment.

PerformanceObjective:

Condition
:Asaclasswewilldiscusshowenvironmentsaroundthecoastcanbeaffectedby
erosion.Thedifferenttypesoferosion,andhowitcancompletelychangealandscape.Discuss
thatplacesliketheMagdalenIslandswouldseeeffectsoferosiononitslandscapes.

Performance
:Studentswillbeabletotalktotheirneighboursanddiscusswhattheythink
erosioncoulddotocoastallandscapes.

Criteria
:Studentswillbeabletoidentifywhaterosionisandhowitaffectslandscapesand
rocks.

Engagement(25mins):

Materials:
SMARTBoard
Internetconnection/DVD
Speakers
Linktovideo:
https://www.youtube.com/watch?v=5TuP9nLcnZA&spfreload=10

Procedure:
StudentswillwatchafunandengagingvideobyBillNyetheScienceGuytointroducethemto
thetopicoferosion.
Exploration(15mins):

Materials:
23

ChartPaper
Markers

Procedure:
Studentswillgetintogroupsoftwoorthreeandmakeachartwithtwoseparate
headingsWhatIknowandWhatIWouldLikeToKnow
Thesechartswillbefilledoutasagroupandstudentswillbeabletosharewhatthey
havelearnedfromwatchingthevideo,aswellasdiscussingwhattheywouldliketo
knowmoreaboutinregardstorocksanderosion.

Explanation:
Afterhavingachancetosharetheirideasintheirpartnership,theywillhavecomeupwitha
chartstatingwhattheyknow,andwhattheydliketoknow.

Elaboration:
Theteacherwillthenleadadiscussionwiththeclassmakingoneclasschartstatingwhatthey
knew,andwhattheywouldliketolearnabouterosion.Thiswillallowtheclasstohear
everyonesideasandengagenewconversationsabouterosion.

Evaluation:
Theteacherwillbeabletotellifthestudentshaveanunderstandingoferosionbasedonwhat
theyhaveclassifiedaswhattheyknow,andwhattheywouldliketoknow.Ifstudentsare
understandingwhaterosionis,thestudentswillbeabletothinkaboutmorecomplexquestions
tolearnmore.

Accommodations:
Ifstudentscannotwritedowntheirideasonpaper,theycanuseacomputertotypetheircharts
out,orhaveanotherstudentdothewritingandtheycansharetheirideas.
GiftedstudentsmaybeabletoresearchwaysthaterosiontakesplaceclosetoFrederictonand
discussitwiththeclass

24

Lesson8:
Erosion
EarthScience
Grade4
1hour

CurriculumOutcomes:
Demonstrateavarietyofmethodsofweatheringanderosion(3016)
andstateapredictionandahypothesisbasedonanobservedpatternofevents(2043)
STSE:
1051identifyexamplesofscientificquestionsandtechnologicalproblemscurrently
beingstudied

ChildrensPriorKnowledgeandMisconceptions
:Studentsmaybeunawarethaterosion
exists,ortheextentthaterosioncanhaveonlandscapesandhabitats.

PerformanceObjective:
Condition:
Studentswillbeplacedintosmallgroupsafterapreviouslessononerosionand
informativevideodiscussingerosion.Theywillsharewhattheyalreadyknowabouterosionasa
groupandwritedownanyquestionstheymaystillhaveinregardstorocksanderosion.

Performance:
Studentswillbegivengraphpaperandpencilstowritetheirpredictionsofwhat
willhappentorocksaftertheyareexposedtowavesandwindoveralongperiodoftime.

Criteria:
Studentswillbeabletoidentifythecauseiferosiononrocksandwhatitdoestothe
shapesofrocksandcoastallandscapes.

Engagement(15mins):

Materials:
Pieceofsidewalk(simulateslimestone)
Graphingpaper
Pencil

Thesematerialswillbeusedtobegintheexperimentthatstudentswilllatercompleteintheir
groups.Studentswilldevelopahypothesisastowhattheythinkwillhappentothepieceof
limestone(sidewalkchalk)afterithasbeenaffectedbywavescontinuously.Theywillthenwrite
downtheirhypothesisandgathertherestofthematerialsneededtocompletetheexperiment.

Exploration(20mins):

Materials(alreadylaidoutontableandsortedforeachgroup:
graphingpaper
Pencil
Sidewalkchalk
25

Scale
Centicubeswiththeaccurateweightof1g
Masonjarsfilled1/3withwater

Procedure:

Studentswillweightheirpieceofchalkonthescaleusingthecenticubeandrecordthe
firstweight.Thenstudentswillsubmergethechalkintothemasonjarandshakethejar
withthelidclosedandsecureforoneminute.

Afteroneminutehasgonebythestudentswillremovethechalkfromthemasonjarand
weighitonthescale,recordingthetimeandweightonthegraphingpaper.Thenext
studentwilltakeaturnshakingthechalkinthemasonjarforoneminute.

Afteroneminutethestudentswillremovethechalkfromthemasonjarandweightiton
thescale,andrecordthetimeanditsweightonthegraphingpaper.Thiswillbe
repeated8moretimeswiththestudentstakingturnsshakingthechalkinthejarsand
recordingitsweightandthetime.

Whenstudentsthestudentscompletetheirexperimentsandrecordthefinalweight,asa
classwewillgraphouttheaverageweightsasaclass.

Explanation

Aftercompletingtheactivity,asaclasswewilldiscussourfindingsanddevelopagraphofthe
changesinweightinthepieceoflimestone.Thenasaclassanalyzeourfindingsanddiscuss
whatthedatawehavecollectedtellsus,andhowthisrelatestoerosionthatoccursfromwaves
andweather(specificallytheMagdalenIslands).

Elaboration(15mins)

Askthestudentsaboutwhatthepurposeoftheexperimentwasandwhatitis
comparabletoinnature(coastlineserodingfromtheelements)

Askthemiftheycanthinkofanyotherelementthatwouldcauseerosion,andhowcould
wesimulatethat?(Windwithafan?).
Studentswillgivetheiranswersandalsoexplaintheirthoughts.Itwillbeagood
opportunitytolearnaboutotherideastheyhaveregardingerosion
AskthestudentswhatwouldhappentothecoastsoftheMagdalenIslandsafteryears
andyearsofwavesandmovingtides?

Evaluation
26

Canthestudentsdefinewhaterosionis?
Canthestudentidentifywhatcauseserosionandwhatcanhappenwhenerosiontakes
placeoveralongperiodoftime?
Canthestudentthinkofanyproblemsthaterosioncouldpotentiallycause?

Accommodations

Ifstudentscouldnotwritetheweightofthesidewalkchalktheycoulduseacomputerto
recordtheweightsandtime
Ifstudentsareunabletophysically(physicallydisabled)shakethemasonjartheycanbe
designatedastimekeeperandweightrecorded
Giftedlearnerscouldresearchhowmuchthecoastlinesareerodingeachyearonthe
MagdalenIslandsandsharetheirfindingswiththeclass

SummativeAssignment:
27

Forthefinalsummativeassignmentforthiscoursetheteacherwillaskthestudentsto
createatypeoftourismbrochurethatcanactasamethodofseeingwhattheyhavelearned
throughouttheterm.Theteacherwillgiveabrieflessononhowtocreateabrochure,andwhat
itshouldhave,buttherestoftheclasstimewillbespentonthestudentsworkingindependently
ontheirbrochures.Thestudentswhorequireaccommodationswillbeaskedtocreateoneviaa
computertoavoidwriting.Thefollowingistherubricthatwillbeusedtoassessthebrochures,
andwillbehandedtostudentspriortobeginningtheirprojects.

Contentgiven
onbrochure

Doesnotcovers
anyofthetopics
thatwehave
coveredinclass
(habitat,pollution,
climate,soils)

Coversafew
topicsthatwe
havecoveredin
class(habitat,
pollution,
climate,soils)

Creativeness
and
Organization

Brochureshows
nocreativity,and
lackof
organization.
Difficulttofollow.

Brochureshows Brochureshows
fewaspectsof
somecreativity
creativityandis andisorganized.
mostly
organized.

Brochureshows
independant
creativityand
veryorganized.
Easyto
understand.

Overall
understanding
oftheislands

Noclear
understandingof
theislandsatall.

Some
understanding
oftheislands
andwhatthey
have,butcould
usemorework
tocreatea
brochure
towardstourism.

Clear
understandingof
theislandsand
whattheyhave.
Veryinsightful
brochure
towardstourism.

Coversmostof
topicsthatwe
havecoveredin
class(habitat,
pollution,
climate,soils)

Clear
understandingof
theislandsand
whattheyhave.
Couldusemore
worktocreatea
brochure
towardstourism.

4
Coversallofthe
topicsthatwe
havecoveredin
class(habitat,
pollution,
climate,soils)

References
28

Spangler,S.(n.d.).Howtomakeacloudinabottle.Retrievedfrom
http://www.wikihow.com/MakeaCloudinaBottle

Hodson,M.(2011,October21).Todayinfirstgrade.RetrievedMarch15,2015,from
http://todayinfirstgrade.blogspot.ca/2011/10/whatsweather.html

Howcloudsform.(2012,July11).Retrievedfrom
http://www.education.com/worksheet/article/clouds/

Canweundopollutionexperiment.
https://www.pinterest.com/pin/561401909775305679/

http://www.gnb.ca/0000/publications/curric/grade4science.pdf
http://www.docstoc.com/docs/90789018/5eLessonPlanScience
http://en.wikipedia.org/wiki/Magdalen_Islands
http://www.tourismeilesdelamadeleine.com/en/discovertheislands/experiences/nature/beaches/
#carteAttraits
http://www.firstpalette.com/Craft_themes/Animals/habitatdiorama/habitatdiorama.html
http://teachbesideme.com/foodchaingamefreeprintable/

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