junior/ intermediate unit plan: habitats and...
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Junior/ Intermediate Unit Plan:
Habitats and Communities
By: Taylor Crozier, Sarah Gawley, Allison Howcroft, Austin Van Lierop, Holly
Hebner, Mathew Durastanti
Grade Level: Four
Length of Unit: Two Weeks
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Science
Habitats and Communities
November 19/2010
Dear Parents/Guardians,
Habitats and Communities is our beginning science unit this year. We will be elaborating
on the grade three science curriculum through studying the interactions and effects of
ecosystems, while emphasizing the importance of being environmentally friendly. The concepts
learned in this science unit will transfer across all areas of the curriculum, immersing the
students in the content to ensure consolidation and understanding. Furthermore, a variety of
activities and group work allow students to discuss ideas with their peers and collaboratively
learn. More so, the students will explore a wide variety of research resources, and express their
learning through written work, oral presentation, and a diorama to culminate the unit.
This unit will comprise one month of our science studies, which includes 10 lessons, a
field trip to a conservation area, and a diorama which will be worked on both inside and outside
of the classroom. Parents and guardians are encouraged to assist in this diorama final project and
are asked to please save any recyclable materials that can be used to construct these dioramas.
The construction will begin during the last week of the unit, so we ask material be sent in during
the week of November 15- 19th
. If guardians are available during the diorama construction week,
or the trip to conservation area on November 19, 2010, and would like to volunteer with this
creative and exciting project, please notify me as soon as possible, as your help is greatly
appreciated. The diorama is due on December 1st, 2010. A permission form will be sent out next
week regarding the conservation area trip.
Please take a moment to visit our website, http://drop.io/habitats (password, habitats), to view
our unit plan and any handouts your student will be receiving. If you have any questions or
concerns, please do not hesitate to contact myself.
Sincerely,
Grade 4 Teachers
Miss. Gawley
Miss. Crozier
Mr. Durastanti
Miss. Hebner
Miss. Howcroft
Miss. Van Lierop
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Dear Parents:
The Grade 4 students will have the opportunity to visit the Laurel Creek Outdoor Center
during the afternoon of November 19th. They will be involved in activities related to their
Science Unit on Habitats and Communities (wildlife/plant classification and environmental
impact) The Students will be traveling by bus to and from the facility.
The Bus will leave the school at 11 a.m. and arrive back at the school at 3 p.m.
Much of our time may be spent outdoors so appropriate clothing is necessary. There is no
cost for this program. Please complete the student permission form and return it to school by
November 8th.
If you are available and would like to accompany our class as a volunteer please indicate
this on the bottom of the permission form.
Thank you for your continued support!
Grade 4 Teachers.
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Task Content:
The purpose of this unit is to give students an in depth understanding of habitats. This
understanding includes learning about the different communities of organisms living in these
habitats, as well as their reliance on these habitats and other organisms also living there. In
addition, students will learn of the impacts associated with both natural and human inflicted
changes to these habitats, helping students to understand how such changes can affect an
organism‘s ability to survive in these altered habitats. This new learning will prepare students to
live in harmony with these organisms throughout their life. Students will get to know their own
position in the habitats they live in, fostering the importance of overall respect towards the
environment. Most importantly, students will learn of the negative effects to living organisms
resulting from the behaviors of their everyday life.
Unit Summary:
During this unit the grade fours will examine wild life habitats. They will focus on what
elements create a habitat, and what natural communities depend on these habitats. This unit will
also look in depth at the consequences of human action and the impact that we can have on the
environment. Students will learn that there is a strong interdependence among all living things,
including humans, plants and animals. Appropriate accommodations and modifications will be
made according to students learning needs as well as differentiation amongst the lessons.
The unit will begin with a broad focus upon what a habitat is and how it is formed.
Students will be given the opportunity to examine real life habitats. They will also learn about
different species that form habitats, and the different trees that make up our forests. Once the
students begin to understand what a habitat is and how they are formed, they will then begin to
focus on the human impact upon the environment. Several opportunities for hands on learning
will be provided as the students take part in a number of experiments, involving the examination
of earth worm habitats and their outdoor surroundings.
To summarize the unit students will partake in an outdoor field trip to Laurel Creek
where they will partake in a number of outdoor learning activities and nature walks. Their
summative project will ask that the students create/model a wildlife habitat of their own using
mixed materials.
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Overall Unit Expectations:
By the end of this unit, students should be able to:
Analyse the effects of human activities on habitats and communities
Investigate the interdependence of plants and animals within specific habitats and
communities
Demonstrate an understanding of habitats and communities and the relationships among
the plants and animals that live in them
In the ten day lesson outline there is a more detailed summary of what the expectations are for
the students during that specific lesson. Students will be learning independently as well as
working on their group work skills. In group work, the students will work on cooperation,
respect, and responsibility. Through various activities they will demonstrate these skills.
Prior Knowledge: In the previous year (Grade 3) students studied Growth and Changes in Plants. In studying
this topic the students should have learned and acquired certain abilities:
assess ways in which plants have an impact on society and the environment, and ways in
which human activity has an impact on plants and plant habitats
investigate similarities and differences in the characteristics of various plants, and ways
in which the characteristics of plants relate to the environment in which they grow
demonstrate an understanding that plants grow and change and have distinct
characteristics
The Ontario Curriculum Grades 1-8 Science and Technology, 2007
The skills that they learned in Grade 3 are important for what they will be learning in
Habitats and Communities. Many of the expectations will include similar skills such as knowing
why they should not taste any part of a plant unless directed to do so by a teacher, and why they
should wash their hands after handling plants or parts of plants.
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Learning Environment:
Classroom
Desks need to be arranged for activity-based lessons
Computer lab (to be reserved)
Library (to be reserved)
Discovery walks (around the school yard)
Laurel Creek Conservation area (will be booked ahead of time for field trip)
Health and Safety in Science and Technology
Science education is an activity-based process that provides an exciting method of teaching and
learning. However, experiments and demonstrations may involve inherent risks for both the
teacher and the student. Students need to have the necessary knowledge to use the materials,
tools, and procedures involved in science and technology:
o Maintain a well-organized and uncluttered work space;
o Follow established safety procedures;
o Identify possible safety concerns;
o Suggest and implement appropriate safety procedures;
o Carefully follow the instructions and example of the teacher; and
o Consistently show concern for their safety and that of others.
The Habitats and Communities theme will be integrated throughout various subject areas
o One 60 minute lesson will be completed each day, however students may
continue to work on their unfinished work at the end of other lessons and extra
work periods
- After the trip to the Conservation area and the students dioramas are completed, the unit will
have taken one month to complete (actual lessons will only take 10 days)
Culminating Activity:
Students will individually create a habitat diorama, around a specific animal, and present their
findings and creation to the class
Students will fully research their chosen animal, habitat, adaptations, predators/ preys, etc.
- Students will occupy research through various sources: (ex. books, internet, CD-Roms,
etc.)
Students will create their diorama showing their chosen animal in its natural habitat
- This can be made from clay, cut-out pictures pasted on cardboard, shoe box, or other
materials that the student wishes to use
Students will present their created diorama to the class along with a two minute presentation
Assessment will be completed by an activity oriented rubric
- Students will be assessed on oral presentation skills, thoroughness of research and
creativity
Peer feedback will also be completed following each students presentation to the class
(students will evaluate their classmates based on presentation skills, creativity, delivery and
content of information etc. through both positive feedback and constructive criticism)
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Unit-Wide Resources: There are many different resources that are being used in this unit. These resources will engage
students and help to reiterate what they are learning during the unit. The students will use many
skills and apply them within the unit. We use a wide variety of resources in our unit. Some
examples of this would be the smart board, blackboard, chart paper, pictures, etc.
Here are some of the resources we will be using throughout the unit; further details on how they
are used are outlined on the teacher planning sheet.
http://www.edu.gov.on.ca/eng/curriculum/elementary/
http://www.theteacherscorner.net/printable-worksheets/make-your-own/crossword/crossword-
puzzle-maker.php
http://qwickstep.com/search/types-of-trees-leaves.html
http://www.sugar.ca/english/images/tradealliances/food_chain.jpg
Nelson Science and Technology: Habitats
Smart Board Use:
This unit will incorporate the use of the Smart Board and its corresponding notebook software.
With the use of this technology in the classroom, many different intelligence's will be addressed
through the following activities:
Lesson Three⎯ introduces the new learning material based around producers and
consumers, as well as photosynthesis. Two short informational videos from the internet will be
presented to the students, through projection onto the Smart Board itself. After the videos,
students will be involved in an interactive fill-in-the-blank activity created on the Smart Board‘s
Notebook program. Students will take turns coming up to the Smart Board and clicking/
dragging the correct term to the sentence that it corresponds too.
Lesson Four⎯ will use the Smart Board in a very basic method. A local pizza parlor
menu, retrieved from the internet, will be projected onto the Smart Board so that students have a
visual representation of what they are referring their learning to for the beginning of the lesson,
as well as for a mini hook activity, in which the students will glance at the menu displayed for
ideas.
Lesson Five⎯ again in this lesson, the Smart Board will be used in a simple process. An
educational video of ―animals using adaptations in the wild to survive‖ will be watched by the
students on the Smart Board from a projection in the classroom. This video is provided to
visually show the students real life animals and living things in their outside habitat, which will
be related back to the students learning material.
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Accommodations:
Special Needs
When teachers accommodate students, they can make accommodations in three sections of the
students‘ educations:
Instructional accommodations are changes in teaching strategies, including styles of
presentation, methods of organization, or use of technology and multimedia resources. More
hands-on techniques are a great modification for all students—not just the physically or mentally
impaired students.
For teachers with intellectual special needs, teachers may focus on a few certain
expectations for a student and eliminate detailed content to better focus on the main idea.
Similarly, a student who is assessed as gifted should have program adaptations to accelerate and
enrich their student careers.
Furthermore, all students should feel respected and encouraged to participate in the
cooperative learning environment. When cooperative learning occurs, students with intellectual,
behavioural, or communication special needs will be paired with students who exemplify
responsible leadership qualities that would positively influence their peers.
Teachers may scribe for students who require assistance during any writing activities or
assignments. Conversely, for reading activities, students can utilize the technological resources
on hand, such as E-Books, or Kurzweil programs.
Environmental accommodations are changes that the student may require in the
classroom and/or school environment, such as preferential seating, special lighting, or access to
technological resources. Of course, facilities that allow for the mobility of students with physical
impairments in necessary. Students with special needs and ESL should also have visual signs
related to safety issues posted around the room so they are well aware of proper safety equipment
and rules.
When students are outside the classroom, such as during their Leaf Scavenger Hunt or on
the Field Trip, adult supervision and proximity is pivotal. Not only does supervision keep
students on track, but it is great for students to have resources wandering closely in case students
need help in understanding or clarification of ideas.
Lastly, assessment accommodations are changes in assessment procedures that enable the
students to demonstrate his or her knowledge/learning; such as allowing additional time to
complete tests or assignments, or permitting oral responses to test questions.
Students who have communication special needs may be exempted from presentations or
have the location modified to be a private screening between teacher and student if they feel
more comfortable. Furthermore, students with intellectual special needs can have the
expectations condensed and modified when being assessed. Likewise, students with gifted
special needs may have more high-level thinking and inquiry questions.
The Habitats and Communities Unit Plan incorporates all learning styles and intelligences in a
variety of lesson plans.
Visual/ Spatial Learners: Animal Slideshow
Bodily-Kinaesthetic Learners: Leaf Scavenger hunt
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Logical/Mathematical Learners: designing an ecosystem
Interpersonal Learners: group work in discussions and field trip to Laurel Creek.
Intrapersonal Learners: Field trip to Laurel Creek
Diversity Needs
Since this unit is primarily focused on the environment, the study of race, gender—
besides perhaps of reproduction sake—will not be focussed upon. However, since the study of
ecosystems includes the study of humans within them, then culture will have an effect on the
perspectives of humans‘ roles within the environment. Evidence of different cultural perspectives
are evident within their stories, their language, and their religion—Hindu‘s believe cows are
sacred, the Inuit have 11 words for snow, etc. The environment reflects the diversity between
humans, and the diversity between all humans and the environment. Regardless of cultural
perspective, it is important that all differences be set aside for the benefit of the common
ground—the earth.
To accommodate diversity needs of students within the classroom, the teacher will be
considerate of cultural perspectives and emphasize that the ideas being taught are conceptual,
and if any students would like to share different ideas, then they would be welcome to.
Therefore, the class is given opportunities to explore the different cultural perspectives, how they
differ from one another or how they reflect each other, perhaps what historical evidence can be
found that relates to the concept, etc.
Similarly, when evaluating students, teachers must keep in mind that the student comes
from a different background and may not be as familiar to the concepts as other students.
Teachers can offer students to choose between one class project idea or another that would allow
students to incorporate their own cultural perspective in their learning presentation.
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10 Day Teacher Planning Sheet D
AY
SPECIFIC
EXPECTATIONS
TEACHING/ LEARNING
STRATEGIES
RESOURCES ASSESSMENT
EVALUATION
Type - Strategy
Tool
PLANNING NOTES
1
3.4 demonstrate an
understanding of a
community as a
group of
interacting species
sharing
a common habitat
3.2 demonstrate an
understanding of
food chains as
systems in which
energy from the
sun is
transferred to
producers (plants)
and then to
consumers
(animals)
3.5 classify
organisms,
including humans,
according to their
role in a food
chain
-The Leaf Scavenger Hunt
(10 minutes) and
discussion (20 minutes)
-Students hunt the school
yard for different kinds of
leaves and check them off
accordingly on their Leaf
Scavenger Hunt
-Students will compare
leafs found to a leaf legend
page which has many leafs
illustrated and labelled.
-Once inside the
classroom, teach will
facilitate a discussion
regarding the differences
between the different kind
of leaves found, which
ones were more prevalent,
and how they interact with
their surrounding
ecosystem.
-The teacher will then
elaborate the discussion to
the greater ecosystems and
-Habitats and
Communities
Crossword
-Leaf Scavenger
Hunt
-Anecdotal Notes
-Class Checklist
-Animal Slide
show
-Blackboard and
Chalk
-I will use a checklist
to ensure students
have completed the
Leaf Scavenger Hunt
Bingo,
-Anecdotal records to
observe students‘
behaviours while
working in groups
students will hand in
work at end of class,
and a checklist will be
used to ensure
students have
completed the
crossword puzzle
-Because this lesson begins
outside with a fun activity,
ensure students re-enter the
classroom environment calmly
and ready to learn.
-I will be sure to orally dictate
my instructions, and ask students
if they have any questions, and if
not, have a student describe
what is expected of them, to
ensure understanding.
-Continue to circulate the
classroom to monitor activity
and understanding.
This lesson will emphasize
activating prior knowledge
expectation from grade 3, such
as;
2.2 observe and compare the
parts of a variety of plants
3.1 describe the basic needs of
plants, including air, water,
light, warmth, and space.
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what different kinds
classifications are found
within an ecosystem—
omnivore, carnivore,
herbivore, producers,
consumers, etc.
-Slide Show (5 minutes)
-An animal slide show will
be shown and students are
asked to determine
whether the animal
presented on the slide is an
omnivore, herbivore, or
carnivore.
- Crossword (15 minutes)
-Habitats and
Communities crossword
will be distributed for the
students to complete
independently, but the
answers will be taken up
in class.
-When the answer is taken
up, I will ask the students
what clues in the hints
helped them discover the
answer? Or if they could
not discover the answer,
what resources could they
use to solve the problem?
-Students will be asked to
hand in their Leaf
Scavenger Hunt and the
3.6 describe ways in which
plants and animals depend on
each other 3.4 describe how
most plants get energy to live
directly from the sun and how
plants help other living things to
get energy from the sun
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Habitats and Communities
crossword simply to be
recorded for completion
on a checklist.
-For tomorrow‘s science
class, have the students
think of an animal not
mentioned in class and be
prepared to share that
animal and determine what
classification they belong
to—omnivore, herbivore,
or carnivore classification
2
1.1 analyse the
positive and
negative
impacts of
human
interactions
with natural
habitats and
communities
2.1 follow
established
safety
procedures, for
working with
soils and natural
materials (e.g.
wear gloves
when handling
working
- This lesson will include a
great deal of differentiated
instruction; the lesson will
begin with a brainstorming
and a class discussion about
earth worms to reach
auditory learners, the
experiment will allow both
visual and kinesthetic
learners to benefit from the
activity as well
-Students will be provided
with a set of directions that
can be found in their text
book on page nine, the class
will read the instructions
together so that any questions
can be addressed before the
activity begins, but the
teacher will also circulate the
room as the experiment is
being set up/ is taking place
The class will be
divided into groups,
each group will
need:
-A shoe box
-a plastic liner for
the box
-enough garden soil
to half fill each box
-water
-2-3 craft sticks
-2-3 earth worms
-paper towels
Students will be
provided a class set
of text books to
reference for the
procedure, safety
precautions and the
final questions they
will be asked to
answer
Students will be
formally evaluated on
the final written portion
that they turn in. They
will be marked based on
the accuracy of their
answers.
During the experiment
the teacher will also be
observing how the
students are working
together, and noting
which students are
participating. The tool
used to evaluate the
students will be a check
list.
The student is co-
operating with peers
The student is
following all safety
procedures
-Classroom management is
essential when dealing with group
work, especially experiments
-have extra supplies available for
students
-careful consideration of student
groups is required, avoid placing
too many behaviour students
together in one group
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terrariums) -The lesson will also include
written portion that the
students will complete
individually after the
experiment is complete the
students will be asked to
answer the questions that
appear in the
―communication‖ section on
page 10 of their text.
The student is
actively
participating in the
experiment
The student is
following
instructions
3
• Classify
organisms,
including
humans,
according to
their role in the
food chain
• Describe ways in
which humans
are dependent on
plants and
animals
• Students will
recognize the
sun as the source
of energy for
producers
• Demonstrate an
understanding of
a community as
a group of
interacting
species sharing a
common habitat
- The teacher will begin
lesson through an
introductory activity. The
teacher will ask the
students to stand away
from their desks and run
on the spot for 1-2
minutes. At the end of the
activity, the teacher will
ask the students: ―What
was different about how
you felt before and after
the exercise? How can you
explain the change you
experienced? Where did
the energy for the exercise
come from?‖
- Have the students read
the introductory paragraph
in their textbook on pg.15.
Discuss as a class
following questions: When
do you need energy?
When do you need more
- Smart-board
- Laptop
- Online YouTube
clips
- Chalk and
chalkboard
- Students textbook
- Students science
notebook
- Pencil/ pen
- Assignment sheet
(please find
attached)
- The teacher will
assess the students‘
understanding
through an objective
assessment, by
collecting and
marking the
students‘ producers
and consumers work
sheet for marks.
- Marking the
students‘ worksheets
allows the teacher to
identify if the
students have
grasped the new
concepts or if more
time learning about
the concepts needs to
be focused on next
class.
- Have the internet clips for the
lesson open and ready to go.
- Try and have as many students
as possible get a turn to
participate on the smart-board
activities.
- Remind the students that all
information that is written on
the board should be recorded
into their science notebooks.
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• Students have an
understanding of
a food chain as a
system
• Students will
become familiar
with the
vocabulary
associated with
food chains
energy? Where do you get
your energy? Make a 3-
column chart on the smart-
board listing the students
answers and ideas.
- How Do Plants get
Energy? Have students
watch a short clip on
Photosynthesis on the
smart-board
[http://www.youtube.com/
watch?v=hHaw22XxM4s
&feature=related]. After,
ask and discuss the
following questions: ―Why
are plants called
producers? What do plants
need to make their own
food? Where do plants get
what they need to make
their own food? Record
answers on the chalkboard
for students to record into
their notebooks.
- How Do Animals get
Energy? Explain to the
class that all animals are
similar to them (humans)
in that they all must eat
food in order to get
energy. Ask: ―What is a
consumer?‖ Write the
answer on the blackboard
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for students to record into
their notebooks. Next,
explain to the students that
all animals are different
because they eat different
types of food to get their
energy. Have the students
watch a short clip on
Consumers: Herbivores,
Carnivores and Omnivores
[http://www.youtube.com/
watch?v=VejLXTsJrJc].
After the clip, ask the
students the following
questions: ―What are the
three different types of
consumers and their
differences?‖ On the
smart-board, have the
students copy and
complete the following
sentence stems in their
notebooks (pick one
student at a time to come
up and fill in one blank):
Animals are consumers
because _________.
Plants are producers
because _________.
A _________ is a
carnivore because it eats
_________.
A _________ is a
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herbivore because it
eats _________.
A _________ is an
omnivore because it
eats _________.
Help students discover that
they are either a carnivore,
omnivore or herbivore:
Ask the students what they
had for lunch. Have each
student record their
responses in their
notebooks. Have the
students sort out their food
items into these two
categories: Plant and
Animal. Have some
students share their
findings.
- How are Plants and
Animals Connected? Read-aloud together as
class pages 17- 18 in the
students science
textbooks. Ask the
students the following
questions during the
reading: ―What is a
predator? What is a prey?
What is a food chain?‖
Record the answers on
the chalkboard, and have
the students write the
17
answers into notebooks.
- Have students complete
the Producers and
Consumers Worksheet,
and have them hand it in
at the end of class for
assessment. 4
• Construct food
chains that
include different
plant and animal
species and
humans
• Classify
organisms
according to
their role in the
food chain
• Demonstrate an
understanding of
a food chain as a
system in which
energy from the
sun is transferred
eventually to
animals
- The teacher will begin
the lesson by displaying
a local pizza parlor menu
on the smart board and
ask each pair of students
to record the pizza
toppings they would like
to have on their very own
pizza.
- Next ask the students:
―are the pizza toppings
from a plant or an
animal?‖ Have each
student create a T-chart
in their notebooks with
the headings Pizza
Topping and Source.
- Next hand out the
―Food Chain Assignment
Sheet‖ to each student in
the class.
- Read over the
assignment sheet aloud
with the class and go
over the rubric attached
so students have a clear
- Smart board
- Local pizza parlor
menu
- Food Chain
Assignment
sheet/ rubric
(please find
attached)
- Index Cards
- Scissors
- Old magazines
- Paper
- Pencil
- Pencil crayons,
markers, crayons
etc.
- Glue
- Bristol board
- Laptop
- The teacher will
assess the students
food chain
assignment through
a rubric assessment
(please find
attached).
- This activity will
confirm what the
students know and
can demonstrate
about food chains
and how energy
passes through
different living
things. The number
of food chains
completed by the
students will confirm
how well the
students have
grasped the concepts
related to energy
flow in a natural
community and
allows the teacher to
- Make sure as the teacher you
are prepared with all the
materials needed for the
assignment
- Have a variety of magazines
that include animals and wild
life that support the assignment
- Ensure that all students
understand and know the task
at hand, and encourage
students to ask questions if
they need help
- Provide enough time for
students to complete the food
chain assignment in class,
either in the next science class
or during a work completion
period
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direction and
understanding of what is
expected at each grade
level.
- Ask the students if they
have any questions or
concerns.
- Students can begin
working on their food
chain creations for the
rest of the science period.
assess their ability to
classify organisms
according to their
role in the food
chain.
5 3.3 identify
factors that
affect the
ability of
plants and
animals to
survive in a
specific habitat
3.7 describe
structural
adaptations
that allow
plants and
animals to
survive in
specific
habitats
-Prior knowledge accessed
through brainstorm around
the phrase ―What We
Know About Habitats and
Communities‖
-As a hook, students will
complete coin activity,
tucking their thumb into
the palm of their hand and
trying to pick up the coin
with their remaining
fingers: discussion will
follow
-Teacher will facilitate
shared reading, stopping
near the end to show a
short video clip on wildlife
using adaptations
-collaboratively, the class
will generate a note based
on new learning from the
text which is to be
-coins (one for
every 2 students)
-chart paper and
markers
-computer
projector/smart
board
-video of animals
using adaptations
in the wild to
survive (YouTube)
-textbook, Science
and Technology:
Habitats
-science
workbooks
-worksheet (one
per student)
-evaluation
checklist (on the
back of the
worksheet)
-Anecdotal recording
device
-Worksheet Checklist
-set up projector and have
YouTube video up and ready to
go before hand
-ensure enough coins,
worksheets, and textbooks have
been prepared
-Create an outline on the chart
paper for important
terms/concept note before hand
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triggered by questions
from the teacher: students
are to copy this note into
their workbooks
-Worksheets are then
handed out and to be
completed by the students
individual or in pairs 6
1.1 analyse the
positive and
negative
impacts of
human
interactions
with natural
habitats and
communities
2.1 follow
established safety
procedures, for
working with soils
and natural
materials (e.g. wear
gloves when
handling working
terrariums)
-This lesson will reach both
visual and kinesthetic
learners as a great portion of
it is direct observation taking
place outdoors
-The teacher will set up a
strict set of rules to follow
while the students are out
doors so that they do not get
off track
The class will be
divided into groups,
each group will
need;
-clipboard
-paper
-pencil
A class set of text
books will also be
provided for students
to reference the
procedures, safely
precautions and
communication
questions
Students will be
formally evaluated on
the final written portion
that they turn in. They
will be marked based on
the accuracy and
creativity and effort put
into their answers.
A check list will be used
to evaluate the student
when they are doing
their outdoor
observations
the student is
remaining on
task
The student is
co-operating
with group
members
The student is
gathering
relevant
observations
-extra supervision may be needed
for students if they are exploring
out doors
-placing students in groups rather
than partners may make them easier
to monitor
-the observation portion of the class
will have to take place in the school
yard or on a nearby nature trail
because the students will not be
partaking in the field trip until the
final lesson
7 3.3 identify
factors that
affect the
-The teacher will read the
description of the valley
habitat described in the
-Dictionaries
-Cardboard boxes
for models
-The teacher will
informally assess the
students participation
-The teacher must make sure
that the class is quiet when
reading the description of the
20
ability of
plants and
animals to
survive in a
specific habitat
3.10 describe
ways in which
humans are
dependent on
natural
habitats and
communities
journal entry in the
science book
-The teacher will then ask
the students to picture in
their mind what the valley
habitat looks like and if
they have ever visited or
seen a place like it.
-After reading the journal
entry, the teacher will then
ask the students‘ to open
up their science books and
take a look at the
photograph of the valley.
The teacher will then have
a discussion with the
students about how the
photograph is different
than the picture that they
had in their mind
-The teacher will then get
the students to read pages
30-32
-The teacher will then get
the students to answer
questions 1 and 2 on page
32
-After answering the
questions the students will
then get to build a model
of what they think the
habitats and communities
-Building
materials for the
models
in the discussion and
the way they work
with a partner on
question #2 from the
science book
-Students will be
asked to hand in their
models at the end of
the class or the next
day and will be
assessed according to
a rubric
valley habitat in the journal so
that the students can visualize
what it looks like
-It may take some students
longer to read the pages from the
book
-When answering question #2,
students should pick a partner
that they can work well with and
be productive
-Make sure that all of the
supplies for the models are set
out ahead of time so that the
students who complete their
questions early can start on their
models
21
around the school will
look like in 50 years. 8
3.4
demonstrate an
understanding
of a
community as
a group of
interacting
species sharing
a common
habitat
3.5 classify
organisms,
including
humans,
according to
their role in a
food chain
-The teacher will discuss
with the class how their
lives would change if their
basic needs changed or
disappeared
-The teacher will put the
class into groups of 4-5
-The teacher will then
hand out 15 cards to each
group labelled: grass,
shrubs, wildflowers,
grasshoppers, beetles,
mice, rabbits, bees,
butterflies, woodchuck,
snake, owl, hawk, fox,
blue jay
-The teacher will also hand
out chart paper and
markers to each group
-In their groups the
students will look at the
cards and divide them into
producers and consumers.
They will then create a
chart to record the
producer‘s needs and how
they meet their needs, and
the consumer‘s needs and
they meet their needs
-Chart paper
-Markers
-15 cards labelled:
grass, shrubs,
wildflowers,
grasshopper,
beetles, mice,
rabbits, bees,
butterflies,
woodchuck, snake,
owl, hawk, fox,
blue jay
-The teacher will
assess the students
ability to work in a
group
-Students will get a
participation mark
through observation of
student input during
the group activity and
listening to them
explain how plants
and animals are
affected when they
lose their habitats
-The teacher must make sure
that the groups are picked fairly
so that there is a good mix of
personalities to be able to work
well together
-The teacher must make sure
that the cards are all ready
before the class (preferably in
separate zip lock bags to keep
them together)
-The teacher must observe how
the student‘s are working
together in the group. Students
may need to be encouraged to
either participate themselves or
let other participate
9 identify -The teacher will remind -Computers -Students will be -Teacher will have to make sure
22
reasons for the
depletion or
extinction of a
plant or animal
species,
evaluate the
impacts on the
rest of the
natural
community,
and propose
possible
actions for
preventing
such
depletions or
extinctions
from
happening
3.9
demonstrate an
understanding
of why all
habitats have
limits to the
number of
plants and
animals they
can support
students of the basic needs
that habitat provides for
living things
-The teacher will then
have the students read the
paragraph at the top of
page 35. Working with a
partner they should
develop a list of what
other living things would
be affected
-Students will then share
their list with the rest of
the class
-The teacher will then
have the students read
pages 35-37
-The students will then
answer questions #1-5
-The students will then
record the difference
between extinct,
endangered, and
threatened in their
notebooks
-The students will then
have the opportunity to use
the computers to identify
plants and animals in
Canada that fall under
those categories
-The students will then
pick one plant or animal
-Chart paper
-Markers
assessed using a rubric
on their research on a
threatened,
endangered or extinct
plant or animal
-Students will be
informally assessed on
their ability to work
independently doing
research
that the chart paper and markers
are ready for the class
-Teacher will also have to make
sure that the computer lab is
booked ahead of time for this
class
-Teacher will have to circulate
through the computer lab to
make sure that students are
staying on task and doing what
they‘re supposed to be doing
23
and answer the following
questions on chart paper:
animal/plant habitat,
reason for change in
habitat, effect on
animal/plant, effect on
other living things, human
action to help, effect to
help 10 1.2 identify
reasons for the
depletion or
extinction of a
plant or animal
species,
evaluate the
impacts on the
rest of the
natural
community,
and propose
possible
actions for
preventing
such
depletions or
extinctions
from
happening
3.3 identify
-Students will discuss
different habitats found on
the grounds and develop
food chains with the
Laurel Creek staff
-Students will identify
special characteristics on
different animals and
discuss why they are able
to survive in their
particular environment.
-Students will then
conduct a pond
investigation analyzing the
land and water organisms.
- Make connections
between how each animal
interacts, what level in the
food chain they are, and
their classification as a
consumer or a producer.
-Extra clothing
depending on
weather
-Paper and Pencils
-First Aid kits
-Extra snacks
-Any materials and
equipment
provided by the
conservation
facility.
-Students will
complete a journal on
their experience
-Questions they will
answer: -What I
enjoyed most about
the trip?
-Three things that I
learned
-How can I positively
impact the habitat that
I live in as well as
other surrounding
habitats?
-Use a check list of
the students name
after their journal has
been read
-Contact conservation area well
ahead of time to create a field
trip
- Find volunteers for extra help
-Leave sufficient time for
putting on outdoor clothing if
needed, bathroom breaks, snack
or water breaks
-Ensure students are respectful
of the area they are in and
careful with the wildlife they
may encounter.
-Ensure students are responsible
and co-operative with each other
as well as volunteers and staff.
- Ensure that there are resources
for ESL students, and monitor
students with physical needs
when out on the grounds.
24
factors that
affect the
ability of
plants and
animals to
survive in a
specific habitat
3.4
Demonstrates
understanding
of a
community as
a group or
interacting
species sharing
a common
habitat
3.5 Classify
organisms
including
humans
observed in
local habitats
-Discuss how humans
impact that area.
- Conclusively students
will participate in a nature
walk and asked to collect
different types of data such
as temperature, wind
speeds, solar energy.
-At the end of the trip
students will discuss their
findings and events of the
day and have a question
and answer period with
Laurel Creek Staff.
25
Lesson Plan Template
1. Lesson Plan Information
Subject/Course: Science Name: Grade 4 Teachers
Grade Level: 4 Lesson 1/10
Topic: Habitats and Communities Length of Period: 55 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
3.4 demonstrate an understanding of a community as a group of interacting species sharing
a common habitat
3.2 demonstrate an understanding of food chains as systems in which energy from the sun is
transferred to producers (plants) and then to consumers (animals)
3.5 classify organisms, including humans, according to their role in a food chain
Learning Skills (Where applicable):
Responsibility:
Takes responsibility for and manages own behavior.
Organization
Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks
Independent Work
Uses class time appropriately to complete tasks
Collaboration
Shares information, resources, and expertise, and promotes critical thinking to solve problems and make
decisions
Initiative
Demonstrates curiosity and interest in learning
Approaches new tasks with a positive attitude
Self-Regulation
Seeks clarification or assistance when needed
Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
Identify and compare different kinds of leaves found within their playground.
Discuss and evaluate the change of leaf colours throughout the year; how all living organisms
dependence on the sun for energy.
Will classify and organize plant, animals and humans in a food chain.
26
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
I will use a checklist to ensure students have completed the Leaf Scavenger Hunt Bingo,
anecdotal records to observe students‘ behaviours while working in groups
students will hand in work at end of class, and a checklist will be used to ensure students have
completed the crossword puzzle.
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
This lesson will emphasize activating prior knowledge expectation from grade 3, such as;
2.2 observe and compare the parts of a variety of plants (e.g., roots of grass, carrot, dandelion; stem of
cactus, carnation, tree; leaves of geranium, spider plant, pine tree) 3.1 describe the basic needs of plants, including air, water, light, warmth, and space.
3.6 describe ways in which plants and animals depend on each other (e.g., plants provide food for energy;
animals help disperse pollen and seeds, and provide manure that fertilizes the soil in which plants
grow; plants need the carbon dioxide that animals breathe out, and animals need the oxygen that
plants release into the air)
3.4 describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from
the sun into food for themselves) and how plants help other living things to get energy from the sun (e.g.,
Other living things, which cannot “eat” sunshine, eat the plants to get the energy. They also get energy
when they eat the animals that eat the plants.)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of
all learners? (Must include where applicable accommodations and/or modifications for learners
identified as exceptional.)
I will be sure to orally dictate my instructions, and ask students if they have any questions, and if not,
have a student describe what is expected of them, to ensure understanding.
If a student has difficulty reading or understanding definitions, then I will be wondering the classroom
during independent desk time and will be able to answer any individual questions.
This lesson has a significant amount of collaborative learning and discussions which is great for auditorial
learners, interpersonal learners, and even bodily-kinesthetic learners are given lots of time to move and
change locations in the school. The Leaf Scavenger Hunt will be a great accommodation to the physical
environment itself.
B. Learning Environment
Students will experience both indoors and outdoors settings. Starting, the students will wander the school
yard in pairs and search for leaves, then travel indoors to discuss the scavenger hunt and ecosystem to
which they are a part. The students will be respectful of other students‘ ideas and encourage participation.
Furthermore, the students will be expected to work quietly and independently at their desks to complete
their crosswords. However, emphasize the students can raise their hands for help at any point in the lesson
for clarification or comments.
27
C. Resources/Materials
Habitats and Communities Crossword
Leaf Scavenger Hunt
Anecdotal Notes
Class Checklist
Animal Slide show
Blackboard and Chalk
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior
knowledge, activities, procedures, compelling problem)
(10 minutes)
The Leaf Scavenger Hunt is a great hook to the lesson, but it requires a brief reminder at the beginning of
the activity that outside they are expected to behave and show that they are responsible and can handles to
do such activities. Students will search the schoolyard for different leafs and match them to their proper
names. Once the students find the leaves, they can check off that particular leaf box on their Scavenger
Hunt List. This not only is a great physical activity to motivate the students, but it is a great activation of
prior knowledge from their Grade 3 science unit.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(20 minutes)
Once students ‗collect‘ enough leaves, we will travel back inside to compare the leaves, their different
shapes, their colours, etc. We will then discuss how the leaves and how they interact with the ecosystem,
(how they grow and die, who eats what, changing of their colour, etc.). Also, we will focus on what kinds
of animals can be found in our particular ecosystem and what classification they belong to (producers,
consumers, herbivore, omnivore, carnivore, etc) and how they interact. To consolidate these ideas, we will
construct a food chain on the board using simple animals: ask the students, ―Well, if we were to construct
a food chain to illustrate animal interactions, what would go on the bottom of that food chain? Why?
What would be above that? Why? Etc.‖ Once we construct a basic food chain on the board together, I
will distribute a Food-Chain handout that illustrates the concept which they can put into their
binders/duotangs.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the
learning experiences together for/with the students? How will I check for understanding?
(5 minutes)
To ensure students understand the concepts of classifying animals, I have a slide show of animals and I
will ask the students to identify whether the animal on screen is a herbivore, omnivore, or carnivore, and
why.
See Slideshow Outline
28
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
(15 minutes)
Finally, once students have had sufficient review of past concepts, I will ask them to sit independently at
their desks and complete the Habitats and Communities Crossword I will distribute.
The students will complete this crossword to the best of their abilities, and the answers will be reviewed in
class. When the answer is taken up, I will ask the students what clues in the hints helped them discover the
answer? Or if they could not discover the answer, what resources could they use to solve the problem?
CONCLUSION: How will I conclude the lesson?
(5 minutes)
Students will be asked to hand in their Leaf Scavenger Hunt and the Habitats and Communities crossword
simply to be recorded for completion on a checklist. For tomorrow‘s science class, have the students think
of an animal not mentioned in class and be prepared to share that animal and determine what classification
they belong to—omnivore, herbivore, or carnivore classification.
29
Lesson Plan Template
1. Lesson Plan Information
Subject/Course: Science: Habitats and Communities Name: Grade 4 Teachers
Grade Level: 4 Date: Lesson 5/10
Topic: Adaptations Length of Period: 60 mins
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
-3.3 identify factors that
affect the ability of plants and animals to
survive in a specific habitat
-3.7 describe structural adaptations that allow
plants and animals to survive in specific habitats Learning Skills (Where applicable): -class participation -homework completion -co-operation with others
3. Content
What do I want the learners to know and/or be able to do? By the end of this lesson, students will acquire the knowledge to answers the following questions: -What are adaptations? -What is the role of adaptations? -Who/What kinds of species have adaptations? -What is a “behavioral adaptation”? -What is a “structural adaptation”? -Students should also be able to list adaptations specific to at least 3 different living things and explain how these adaptations help these living things to survive in their habitat Today learners will: -participate in an activity that introduces adaptation -read pages 21-24 in a class wide shared reading -collaboratively create a note on the content being read -complete worksheet that summarizes adaptive features/behaviors of the animals in the reading and explain how it helps that particular animal to survive
4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended? -Assessment: learning skills will be recorded on anecdotal recording sheets -Evaluation: worksheets will be graded for completion based on a checklist that will be provided to the students
30
5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? By this lesson the class will be halfway done the unit on Habitats and Communities and would know: -what habitats are -what producers and consumers are -what food chains are; understanding that insects eat plants which are prayed on by animals who are preyed on by larger animals *This prior knowledge will be briefly discussed in a brainstorm revolving around “What We Know About Habitats and Communities” (5 mins) (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) -ESL learners may need further pictures of certain animals, possibly different species of that type of animal, to better understand what animal is being referred to in English; for example a student from one country may not recognize ducks from Canada, but may recognize ducks from their own country (there could be slight differences in colour, size, etc) -in an attempt to meet the needs of different learning styles; a video of animals acting in the wild using their adaptations to survive will be shown targeting audio and visual learners, plus the introduction activity involving a hands on experiment should tend to the needs of kinesthetic learners -readers at lower levels will not be called on to read aloud, but an attempt will be made to include them in discussions that can be answered based on their common intellectual ability and pictures made available by the text B. Learning Environment -regular seating; groups 4 -teacher will facilitate the shared reading while being mobile, walking up and down the rows -collaborative note will be made on chart paper at the front of the room
C. Resources/Materials -coins (one for every 2 students) -chart paper and markers -computer projector/smart board -video of animals using adaptations in the wild to survive (YouTube) -textbook, Science and Technology: Habitats Pgs. 21-24 -science workbooks -worksheet (one per student) -evaluation checklist (on the back of the worksheet)
6. Teaching/Learning Strategies
INTRODUCTION (5 mins) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) -give each desk grouping two coins -have the students work in partners, taking turns; tucking their thumb into the palm of their hand, and attempting to pick up the coin using the four remain fingers
31
-facilitate a discussion following the task; ask why the task was so difficult, and explain how the human thumb is an adaptation that allows us to do many things more easily/quickly, ask in which ways or situations could the use of our thumbs help us survive? (eating, hold tools, etc.) MIDDLE: Teaching: (30 mins) How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). -facilitate a class wide shared reading -before beginning have students make predictions based on text features -stop where appropriate and show the video to re-enforce understanding of the text Consolidation and/or Recapitulation Process: (10 mins) How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? -following the reading, as a class, on chart paper, summarize key terms and main ideas; such ideas will be generated by questions prepared by the teacher, ex. What are the two types of adaptations? What is meant by a behavioral adaptation? Etc. -have students copy out the chart paper into their notes for future referral Application: (10 mins) What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) -Students will complete the worksheet provided by the teacher either independently or with a partner -on this worksheet students will outline features/adaptations of the animals listed in one column, and outline how that feature/adaption helps that animal to survive in their habitat in the second column (see worksheet) CONCLUSION: How will I conclude the lesson? -teacher indicates that worksheets are to be completed for homework and handed in by the end of the following day -students are then dismissed, or instructed to put away science materials and pull out materials for the next subject
32
1. Lesson Plan Information
Subject/Course: Science Name: Grade 4 Teachers
Grade Level: 4 Date: 10/10
Topic: Habitats and Communities. Length of Period: 2 hours
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum): 1.2 identify reasons for the depletion or extinction of a plant or animal species, evaluate the impacts on the
rest of the natural community, and propose possible actions for preventing such depletions or extinctions
from happening
3.3 identify factors that affect the ability of plants and animals to survive in a specific habitat
3.4 Demonstrates understanding of a community as a group or interacting species sharing a common
habitat
3.5 Classify organisms including humans observed in local habitats
Learning Skills (Where applicable):
Responsibility:
Takes responsibility for and manages own behaviour in the different setting.
Organization
Identifies, gathers, evaluates, and uses information, and resources to complete tasks
Independent Work
Uses class time appropriately to complete tasks
Initiative
Demonstrates curiosity and interest in learning and approaches new tasks with a positive attitude
3. Content
What do want the learners to know and/or be able to do?
Today learners will:
From this field trip I would like students to be able to:
- Examine the pond area and its‘ organisms. Students will be able to catch and release various land
and aquatic organism.
LESSON PLAN TEMPLATE
33
- On the nature walk identify different habitats on the various routes of the walk and identify how
humans have impacted the land. As well as take various measurements.
- Use prior knowledge from their first lesson on identification of leaves and food chains.
4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? After we return to the classroom request that students complete a journal entry retelling what they have
learned during the field trip.
Possible topics of discussion could be:
-What I enjoyed most about the trip?
-Three things that I learned
-How can I positively impact the habitat that I live in as well as other surrounding habitats.
Use a check list to ensure that the journal has been completed. This is just for assessment to ensure that
the students took something away from the trip.
5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? -Knowledge of food chains
-Differences between producers and consumers
-Different classifications of organisms (omnivore, herbivore, carnivore)
-Recognize human‘s impact on the environment based on discussions we‘ve had in class
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) During the Laurel Creek classroom period students who have difficulty with verbal and written instruction
will be able to utilize the different animal props around the room for clarification. The conservationist
usually demonstrates their information using these manipulative. Chalk and talk often incorporates drawn
pictures as well as a video. Myself and volunteers will be observing the classroom and able to provide
assistance where needed.
Students with possible physical disabilities will be either paired with me or a volunteer to move at an
acceptable pace during nature walk and pond observations. Laurel Creek staff is usually understanding of
these needs.
B. Learning Environment Laurel Creek Conservation Area
- Classroom
-Pond area
-Grounds
34
C. Resources/Materials -Students will need to dress appropriately. Bring extra clothing depending on weather conditions of the
season in case a student forgets.
-First aid kit and any other necessary medical equipment for students with help concerns.
- Appropriate snack in case a student is hungry or thirsty.
6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) (30 mins) Students will begin their trip by entering the conservation center and will be seated in the classroom
learning center. Here the Laurel Creek Conservationist will activate student‘s prior knowledge by
discussing the different types of habitats found on the grounds. They will also discuss the various animals
found in our community and have the students create a food chain. This will be done by the students
raising their hand patiently and waiting to be called upon to come up and draw their animal in the
appropriate order on the black board.
Using the various taxidermy animals students will then be asked to wander the classroom to identify what
characteristics of the different organisms allow them to survive in our climate.
MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). (35 mins)
Before gathering coats and boots remind students to be respectful of the wildlife and nature. Allow about
5 minutes to gather clothing and washroom breaks.
Students will then be taken down to the pond area to discover the dual ecosystems (land and water).
Depending on the time of year, there should be a variety of animals present. Students will need to look
carefully and listen closely for activity that is not readily apparent. Laurel Creek staff will guide students
in how to properly handle the organisms in the area remind them to catch and then release them.
While students are investigating the environment remind them to make connections between how each
animal interacts, what level in the food chain they are, and their classification as a consumer or a
producer.
Students should also look for how humans have made their imprint on the area and how this will affect the
wild life.
Take time with the students one on one as they observe the area to ask them specific questions about the
pond area. Possible questions could be
What makes this area ideal for animals such as frogs and ducks?
What could some possible predators be that surround this area?
What sort of adaptations do the animals in the pond area have to protect themselves or defend themselves
from predators?
35
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? (25 mins) To conclude the trip‘s events Laurel Creek staff will lead the students in a nature walk.
Students will need to have some time to be shown how to use the equipment given.
Here they will be asked to collect certain things while being responsible and careful among the wild life.
Data they will be collecting will the things such as temperature of air, wind speed, solar energy. Small
pieces of paper and pencil will be provided by the facility.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) (10 mins) This trip is to bring together all the knowledge that students have gained from the past two weeks. It is
more for hands on experience and visual stimulation. This field trip provides students with a perspective
on where they live and how they should interact with their environments in a positive manner. This trip
should be enlightening and bring together all the lessons they have had in a fun experience. Students will
be encouraged to share their own connections and ideas to demonstrate their learning. Students will share
their findings from their nature walk and recorded observations and make any inferences they have about
the information. CONCLUSION: How will I conclude the lesson? (15 mins) The last 15 minutes should be dedicated to students asking question of the staff and sharing their
experiences with the other students. Ask students to complete a journal entry with the specific questions
to keep in mind and any other pieces of information they feel like sharing. This journal is a creative piece
and student should feel free to draw pictures if they wish.
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Culminating Activity:
Grade 4 Culminating Activity
Habitat Diorama
You have been hired by the local zoo to build a habitat for the new animal they will be
acquiring. You need to research what things the animal will need and be ready to present your
findings to the zoo‘s management (the class).
As the person in charge of this particular habitat, you are being asked to build a model of
what your habitat will look like. This model is to be in the form of a diorama. A diorama is a
miniature scene with lifelike figures and objects set against a painted or coloured background. In
a diorama, the background is usually covered with painted or coloured scenery. The diorama‘s
figures and objects are positioned in front of the fixed scenery. Remember that a habitat is the
natural environment in which an animal usually lives.
The diorama is to include the following:
The animal and its adaptations (ex. webbed feet, long neck, spotted fur coat, claws etc.)
Plants and other animals that are found in the animal‘s natural environment
The main predator that preys on your chosen animal
The most important characteristics of the physical environment in which your animal lives (ex.
forest, under water, desert etc.)
Hints and Tips:
Dioramas must show the animal in its natural habitat
Dioramas should include at least one figure of the chosen animal
This can be made from clay, cut-out pictures pasted on cardboard, shoe box, or other
materials that the student wishes to use
Plastic animals may be used but are discouraged. Students are encouraged to show creativity
when creating the diorama environment so that at least part of the project is hand-made
Students are encouraged to use natural elements to craft their project to make the scenes as
realistic as possible
Please secure the pieces of your diorama with glue or other fasteners, so that nothing moves
around
Please: NO LIVING CREATURES!
Presentation:
Students will be expected to present their diorama to the class. Their presentation should be at
least three minutes long, and they should explain the following points about the animal they
selected:
The name of the animal, and at least five quick facts about the creature (include the status of
the animal- good, threatened or endangered)
The type of environment/ habitat the animal lives in, including physical features, plants and
other animals
How the animal is adapted to live in its habitat (e.g. polar bears have partial webbed feet to
help them swim)
The animal‘s diet, and what animals prey on it
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Students are reminded that they must use original thoughts during their presentation – they
should use their ―own words.‖
A written report is not required. The oral presentation will replace the written report for this
project.
Assessment:
The following rubric will be used to evaluate the diorama.
Peer Feedback:
A peer evaluation will also be completed following the presentation.
Presenter and Diorama: _________________________________
_________________________________
_________________________________
Positive Feedback: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Constructive Criticism:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Resources, Handouts, and Forms of Assessment:
Lesson 1
Leaf Scavenger Hunt Checklist
Hackberry
Hawthorn
Eastern Hemlock
Shagbark‘s Hickory
American Holly
American Hornbeam
Horse-Chestnut
Rocky Mountain Juniper
California Laurel
Black locust
Honeylocust
Southern Magnolia
Sugar Maple
Red Mulberry
White Oak
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Lesson 1
Name: ________________________________ Provided By: www.TheTeachersCorner.net
Habitats and Communities Please complete the crossword puzzle below
2 7
9
4
3
6
1
11
5 10
8
12
Deciduous Coniferous Energy Omnivore Herbivore Carnivore Producers Consum
ers Tertiary Secondary Primary FoodChain Ecosystem
Across:
1. Shedding leaves at the end of a growing season and regrowing them at the beginning of the next growing season.
4. A sequence of organisms in an ecosystem in which each species is the food of the next member of the chain 5. They are usually evergreen and often have drought-resistant leaves that are needle-shaped or scalelike. 6. An animal that feeds mainly or only on
Down:
2. An animal that feeds chiefly on the flesh of other animals; which include predators such as lions and alligators, and scavengers
such as hyenas and vultures 3. An organism, usually an animal, that feeds on plants or other animals. 7. An organism, as a plant, that is able to produce its own food from inorganic substances. 10. An organism that eats both plants and
40
plants.
8. Carnivores that feed on herbivores are called _________ consumers 9. Animals that feed on other carnivores are called ________ consumers 7. Herbivores that feed on green plants and
decaying matter are called ________ consumers. 12. A system involving the interactions between a community of living organisms in a particular area and its nonliving environment
animals.
11. any source of usable power, as fossil fuel, electricity, or solar radiation.
41
Name: ________________________________ Provided By: www.TheTeachersCorner.net
Habitats and Communities KEY Please complete the crossword puzzle below
2C 7P R I M A R Y
9T E R T I A R Y R
R O
4F O O D C H A I N D
I 3C U
V O C
6H E R B I V O R E N E
R S R
1D E C I D U O U S
M 11E
5C 10O N I F E R O U S N
M R E
N 8S E C O N D A R Y
I G
V Y
O
R
12E C O S Y S T E M
Across:
1. Shedding leaves at the end of a growing season and regrowing them at the beginning of the next growing season. (DECIDUOUS) 4. A sequence of organisms in an ecosystem in which each species is the food
of the next member of the chain (FOODCHAIN)
5. They are usually evergreen and often have drought-resistant leaves that are needle-shaped or scalelike. (CONIFEROUS) 6. An animal that feeds mainly or only on plants. (HERBIVORE)
8. Carnivores that feed on herbivores are called _________ consumers (SECONDARY) 9. Animals that feed on other carnivores are called ________ consumers (TERTIARY) 7. Herbivores that feed on green plants and decaying matter are called ________
Down:
2. An animal that feeds chiefly on the flesh of other animals; which include predators such as lions and alligators, and scavengers such as hyenas and vultures (CARNIVORE) 3. An organism, usually an animal, that feeds on plants or other animals.
(CONSUMERS) 7. An organism, as a plant, that is able to
produce its own food from inorganic substances. (PRODUCERS) 10. An organism that eats both plants and animals. (OMNIVORE) 11. any source of usable power, as fossil
fuel, electricity, or solar radiation. (ENERGY)
42
consumers. (PRIMARY)
12. A system involving the interactions between a community of living organisms in a particular area and its nonliving
environment (ECOSYSTEM)
43
Lesson 1
Animal Slide Show
Herbivore
Omnivore
Omnivore
Herbivore
Herbivore
Omnivore
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Culminating Activity
Peer Feedback
Culminating Activity
Presenter and Diorama: _________________________________
_________________________________
_________________________________
Positive Feedback: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Constructive Criticism:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Peer Feedback
Culminating Activity
Presenter and Diorama: _________________________________
_________________________________
_________________________________
Positive Feedback: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Constructive Criticism:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45
Culminating Activity
Culminating Activity Rubric
46