The Great Bear Rainforest

Miss Kayla Mutch Miss Emilee Mitchell Miss Lacey Russell

Table of Contents
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2 Unit Overview: Life Sciences: Habitats This unit consists of 9 written lesson plans, some of which will take 2-3 days to complete. One lesson is cross-curricular with Social Studies. Using discovery-based learning, a majority of the students work will be hands-on activities with marginal direct instruction from the teacher. Regarding the layout, the units have each been outlined using the 5 Es. They also contain the resources that a teacher would need if they have no previous background knowledge on habitats and the Great Bear Rainforest. The lessons in this unit have been outlined in a specific order. We begin by introducing the topic of habitats, with the specific example of the Great Bear Rainforest, to our students. We then grow larger and more in depth with lesson investigations throughout, so the students can expand their learning. At the end, we conclude with a summative project in which students are able to demonstrate what they have learned through the unit.

3 Our Class Profile Our grade four class is composed of 16 students with two students with exceptionalities. We are currently in the month of May and are doing the Life Science: Habitat Unit. Our school is located on the edge of a dense forest and there is a section that is conveniently fenced in so that students may enter it with a teacher or adult present. Since we have two students with exceptionalities, one on an IEP and one student with Autism, we have an Educational Assistant named Mrs. Smith with us on a full time basis. Our students with exceptionalities are named Johnny and Sally. Johnny, is a student with autism, does a lot of one on one work with Ms. Smith, but participates regularly in our inclusive science class. Johnny has an IEP. Sally is a student with ADD. She has an IEP, which concentrates on modifying the number of questions or sentences she is required to write. In our school science classes happens twice a week in sixty-minute intervals. Our school also provides our students with their own personal netbooks that we tend to use quite a bit in our science class.

4 Curriculum Outcomes The Curriculum outcomes that coincide with the Life Science: Habitat Unit are: ! Use the terms habitat, population, and community in appropriate contexts (104-6)
! Identify questions to investigate about the types of plants and/or animals at a local habitat; and the conditions under which they live (204-1) ! Identify various methods for finding answers to questions related to the local habitat, and select one approach that is appropriate (204-6) ! Make observations and collect information related to local habitats and their associated populations of plants and animals (205-5,302-1) ! Identify their own and their families impact on habitats, and describe how personal actions help conserve habitats (108-6, 108-3) ! Compile and display the data collected during the habitat study using tallies, tables, and/or bar graphs (206-2) ! Present the procedures used during the habitat study and the results obtained, compare these results with those of other class members, recognizing that results may vary, and suggest explanations for these discrepancies (104-4, 206-3) ! Construct and/or maintain a model of a natural habitat, and use it to make observations and collect information about organisms in the habitat (205-10, 205-5) ! Suggest improvements to the model of the natural habitat to make it more realistic and habitable for organisms (206-6) ! Compare the external features and behavioural patterns of various animals and relate these features to their ability to meet their basic needs in their natural habitats (302-2, 300-1) ! Carry out procedures to ensure a fair test that explores how appearance affects visibility (205-1) ! Predict the structural and/or behavioural adaptions needed for an animal to live in a particular habitat, either real or imagined (204-3) ! Using appropriate terminology to compare structural features of plants that enable them to thrive in different kinds of places (300-2, 104-6) ! Describe how scientists knowledge of plant growth has led to agricultures innovations and techniques (106-4) ! Describe current investigations of local or regional habitat issues (105-1) ! Predict how the removal of a plant or animal population affects the rest of the community (301-1) ! Relate habitat loss to the endangerment or extinction of plants and animals (301-2) ! Identify examples of positive and negative effects of technological developments on natural habitats (108-1)

Lesson Plan 1: Introducing Great Bear Rainforest GCO: Life Science: Habitats SCO: Habitats and Populations Curricular Outcomes: Use the terms habitat, population, and community in appropriate contexts (104-6) Class Objective: To introduce the unit of Assessment: Formative (exit slip) the Great Bear Rainforest through discovery based learning. Time Required for this lesson: 60 minutes a day, until finished Materials/ Resources: Great Bear Rainforest bulletin board, artifact box, SMART Board Methods / Structure: Whole group teaching, independent teaching Text/Audio/Video-based Resources: PowerPoint, KWL chart, artifact box, exit slip Features: Bulletin board Vocabulary: Habitat, population, community

Instructional Strategies/ Procedure for the Class: Engaging: Show students the Great Bear Rainforest bulletin board. Present an artifact box to students. This box will include: a totem pole, a picture of Spirit bear, whale tooth, First Nations drum, eagle feather, link to Enter the Great Bear Rainforest YouTube video, picture/imprint of a grizzly bear paw, newspaper article about pipelines, oil tanker toy, plant guide of the Great Bear Rainforest, map of the Great Bear Rainforest, Printed versions of the words Habitat, population, and community and a pamphlet from Take It Taller. Exploration: Have students open and reveal the items of the artifact box. Students pull out one item at a time from the box. Briefly discuss and pose questions to students as to what the item is and or previous knowledge on object. Explanation: Show students a brief PowerPoint presentation introducing each element of the artifact box. Expansion: Give students a KWL chart (Know, Want to know, Learned). Students should be familiar with KWL charts at this stage. Remind them to only fill out columns for K and W, as L will be filled out at the end of the unit. This will allow students to express what they already know or questions they may have, without feeling pressured from their peers. Evaluation: Complete an exit slip, discussing an interest students may have in the upcoming unit or in the artifact box and something they wish to learn about. Differentiation: Students who have trouble writing may need a scribe to write down their ideas. Sally may have difficulty staying on task and she can use a stress ball when writing her KWL chart and exit slip. For the KWL chart, Sally should aim for 3Ws. Johnny may require prompting. The artifact box is going to be an exciting activity, which may get loud. Johnny can use his break card, and complete his work with Ms. Smith in the resource room if he feels it necessary.

References: http://www.youtube.com/watch?v=js1rnKPAnE0

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12 Lesson Plan 2: We Are All Explorers GCO: Life Science: Habitats SCO: Habitats and Populations Science Curricular Outcomes: Make observations and collect information related to local habitats and their associated populations of plants and animals (205-5, 302-1) Social Studies Curricular Outcomes: Examine the concept of exploration (4.1.1) Class Objective: Introduce students to Assessment: Formative the topic of exploration (Social Studies) and explain that while studying the Great Bear Rainforest, they are going to be explorers. Time Required for this lesson: 60 minutes Materials/ Resources: Netbooks, The Great Bear Rainforest Explorers sheet, popsicle sticks Methods / Structure: Whole group, pairs, whole group. Text/Audio/Video-based Resources: Web links (see references) Instructional Strategies: Engaging: Using the photo provided from National Geographic, show this to students. Have them think-pair-share about this photo. Ask the following questions: Where could this be? What would it be like there? Why would people want to go there? How would you get there? Would you like to go there? Why or why not? Explain to students that this is a photo of the Great Bear Rainforest. Discuss their answers to the questions. Explanation: Brainstorm as a class and use a graphic organizer to jot down words or phrases related to the word explore. Discuss what or where in the world they have explored and what explorations were most significant to them. Exploration: Have students partnered by popsicle-stick-picking. Give each pair one netbook to share, and each student a Great Bear Rainforest Explorers sheet. Students will be instructed to explore the Great Bear Rainforest with provided websites (given on the sheet). The sheet will include links to different resources and space for them to record facts, interests, or information they find. Have them take note of terms they may not be familiar with. Expansion: When students are finished, have them swap their sheets with other explorers. This will allow them to see what other explorers have noticed on their Internet exploration. They can take note of similarities and differences. As a whole group, discuss their findings. Evaluation: Students will pass in their Great Bear Rainforest Explorers sheet. Differentiation: Sally may complete 2/3 of each section of the explorer sheet. Johnny may have his answers scribed and does not have to swap his sheet. Both students can have extra time to complete the activity if needed.

Features: Picture from National Geographic (see next page)

Vocabulary: Explorer

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& & Using some of the web-links given, explore the Great Bear Rainforest on the Internet. The Great Bear Rainforest is in British Columbia, so we cannot easily visit to explore it. However, the Internet is a great tool to see the world! http://ecobooks4kids.wordpress.com/the-great-bear-rainforest/ http://www.wwf.ca/conservation/oceans/greatbearsea/10_things_you_should_kn ow_about_the_great_bear/http://www.for.gov.bc.ca/hfd/library/documents/treebo ok/sitkaspruce.htm http://www.spiritbear.com http://www.canadiangeographic.ca/kids/animal-facts/kermode_bear.asp http://www.kids-world-travel-guide.com/ocean-facts-for-kids.html

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16 Lesson Plan 3: The Great Bear Rainforest Compared to Our Backyard GCO: Life Science: Habitats SCO: Habitats and Populations Curricular Outcomes: Identify various methods for finding answers to questions related to the local habitat, and select one approach that is appropriate (204-6) Make observations and collect information related to local habitats and their associated populations of plants and animals (205-5, 302-1) Compile and display the data collected during the habitat study using tallies, tables, and/or bar graphs (206-2) Present the procedures used during the habitat study and the results obtained, compare these results with those of other class members, recognizing that results may vary, and suggest explanations for these discrepancies (104-4) Class Objective: Evaluate local habitats Assessment: Formative in the Great Bear Rainforest, BC (Pacific Ocean, types of plants and animals, ecosystems). Compare and contrast to students knowledge of local habitat (New Brunswick- local plants, animals, types of ecosystem, trees in forest, Atlantic Ocean) Time Required for this lesson: 60 minutes over 2-3 days Materials/ Resources: 2 school digital cameras, chart paper/ whiteboard chart, netbooks Methods / Structure: Whole group teaching, team learning and pair sharing Text/Audio/Video-based Resources: PowerPoint Instructional Strategies:

Engaging: Have each student get their netbook at their desk. Divide class in half: 8 students (group students systematically by randomly selecting the first 8 popsicle sticks this will be group Great Bear and the 8 remaining students will be New Brunswick researchers). Have grouped students work collaboratively within their research team and think about what Great Bear Rainforest might consist of and vice versa for the New Brunswick group. Guide student to research plants, animals, types of trees, ocean fact, types of fish, whales, birds, etc. For students participating in Great Bear rainforest remind them of the artifact box and types of items discovered and refer to information PowerPoint from first day. All students should be taking notes on what they have researched Explanation: Gather students back from their research bring all eyes and minds to the front of the class. Students are now becoming explorers and experts on their habitats. As a group create a chart of what consists in their areas habitat. This chart will provide a base for comparisons and contrasts and an overall view both habitats. Exploration: Students will go on a mini field trip to the backyard of the school where they will emerge into the forest and discovery what a New Brunswick forest looks like. Students will pair up in groups of 2 and explore first hand. It is encouraged to take pencil and paper to write down observations, Randomly select 4 names out of the

17 popsicle sticks and the first two names will have 1 school digital camera and the last two will names will receive the other camera. Explain to these students they will be responsible for taking pictures of what they find in the habitat and to be careful with the camera. The other 12 students will be responsible for writing down characteristics of the habitat, drawing their observations, scavenging deadfall from trees, plants, scat etc. Students will have 15- 20 minutes to make these observations. Expansion: Students will gather all items found in the woods, surrender all photos taken by camera or drawings, and habitat characteristics. At this point as a class we will review the photos on the SMART Board and make comments and remarks and look at the deadfall or scat under the point to view camera. After reviewing these items as a class and comparing them to what has been discovered about the Great Bear Rainforest. Model what a nature journal might look like and give them a visual on what the journal will look like. Students shall print the photos, uses their drawings and back the deadfall to create a class nature journal. Also within the nature journal students will research findings on netbooks and insert graphs and tallies on things found in the natural journal while also including Atlantic ocean facts on habitats. To make a well found view of New Brunswick. Evaluation: Throughout the lesson I will be keeping a checklist of students who are keeping on task and progressing through the assignment. At the end of the class use the thumbs up, thumbs down method of evaluations. Verbally discuss how they liked the activity, what worked and what didnt work. Differentiation: Encourage Johnny and Sally to take the field trip into the woods out back. If either student does not feel comfortable going outside or at any point while they are outside they are welcome to stay/return to the school

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21 Lesson Plan 4: Discovering CO2 GCO: Life Science: Habitats SCO: Habitats and Populations Curricular Outcomes: Identify their own and their families impact on habitats, and describe how personal actions help conserve habitats (108-6, 108-3) Describe how scientists knowledge of plant growth has led to agricultural innovations and techniques (106-4) Describe current investigations of local or regional habitat issues (105-1) Identify examples of positive and negative effects of technological developments on natural habitats (108-1) Class Objective: Introduce students to Assessment: Formative carbon dioxide and calculate their CO2 footprint, greenhouse gases, deforestation and logging. Time Required for this lesson: 60 minutes over 2 days. Materials/ Resources: Netbooks, Kids Carbon Calculator website, balloons, water bottles, vinegar, baking soda, mess trays, journals, hypothesis cards Methods / Structure: Whole group teaching, pairs, individual work Instructional Strategies: Engaging: Using the school netbooks, direct all students to the Kids Carbon Calculator (http://www.cooltheworld.com/kidscarboncalculator.php). Remind students that in math class, we learned how to convert miles into kilometers. Have them complete the quiz once, finding their score. Have them complete the quiz again, changing things that could improve their CO2 footprint. Explanation: Show The Carbon Cycle, Carbon Dioxide Cycle (CO2) (http://www.youtube.com/watch?v=xFE9o-c_pKg). o Discuss deforestation and logging. Clearing and burning rainforests releases vast amounts of greenhouse gases, including carbon dioxide into the atmosphere. Each year, deforestation contributes 23-30% of all the carbon dioxide in the atmosphere. This is more than double the emissions of all the worlds cars and trucks combined. When you save 2.5 acres of rainforest it cleans 1 ton of CO2 from our air. By saving the plants and trees of the rainforest you are helping! First by getting rid the ongoing release of these greenhouse gases into the atmosphere and the following destruction brought by burning the trees. Second by reversing the existing carbon dioxide emissions through the absorption of carbon by the plants and trees. Trees in the rainforest work like the lungs of the earth in reverse fashion from our own breathing. Trees absorb carbon dioxide emissions in the atmosphere and release clean oxygen. o Introduce students to Take It Taller, an organization devoted to saving the Great Bear Rainforest from logging. Explore the website. http://www.savethegreatbear.org Exploration: Using the hands up, pair up technique, have students find a partner. There will be eight stations set up around the classroom, all containing the same materials: 2 water bottles marked at !, 2 balloons, vinegar, baking soda, a funnel, and a mess tray. Explain the following steps of the experiment. Ask students what their

22 hypothesis will be. What will happen to the balloon? What will happen to the vinegar? What will happen to the baking soda? Have them complete their hypothesis card. Model the experiment. o Choose a water bottle. o Choose a balloon. o Using a funnel, put two spoonfuls of baking soda into the balloon. o Put the mouth of the balloon around the mouth of the bottle. o Dump the baking soda from the balloon into the bottle. Providing assistance and circulating, have students conduct the experiment Expansion: Give writing prompts for journal entries: o Describe how you could reduce carbon dioxide emissions. What did you select in the CO2 calculator to make your footprint smaller? How big was your footprint? o How does Take It Taller help the Great Bear Rainforest? What does logging and deforestation do to the environment? o What did you learn about CO2? Evaluation: Go back to the hypothesis card. Was the hypothesis correct? Why was this hypothesis chosen? Differentiation: Sally should aim to write 5 sentences in her journal. Johnny may be able to explain his thoughts about the hypothesis card and have them scribed for him. Due to the loud nature of the science center, he may wish to take a break and leave the classroom. If he would like to do the experiment in a quiet place, he can do it in the staff room with Ms. Smith. There is a mobile experiment package ready. If he cannot, he can watch the following video of the experiment in the computer lab: http://www.youtube.com/watch?v=yk9G4HGtu_g References:

http://www.cooltheworld.com/kidscarboncalculator.php http://www.livestrong.com/article/159514-carbon-footprint-definition-for-kids/ http://www.youtube.com/watch?v=xFE9o-c_pKg http://www.savethegreatbear.org http://www.youtube.com/watch?v=yk9G4HGtu_g

23 Lesson Plan 5: Creating Our Own Habitat GCO: Life Science: Habitats SCO: Collecting Scientific Information Using Models of Natural Habitats Curricular Outcomes: Construct and/or maintain a model of a natural habitat, and use it to make observations and collect information about organisms in the habitat (205-10, 205-5) Describe current investigations of local or regional habitat issues(105-1) Suggest improvements to the model of the natural habitat to make it more realistic and habitable for organisms (206-6) Class Objective: Introduce the subject of Assessment: Formative constructing a habitat to the students. By making a Habitat of The Great Bear Rainforest the students will be able to gain a better understanding of the area we are studying. The students may choose a habitat that pertains to the area it can either be forest, ocean, or river. discovery based learning. Time Required for this lesson: 60 minutes over 2-3 days Materials/ Resources: Shoebox, craft materials for habitats, SMART Board, netbooks Methods / Structure: Independent, Pair work, teaching as a group Text/Audio/Video-based Resources: SMART Board, internet access, YouTube access Instructional Strategies/ Procedure for the Class: Engaging: Using the KWL chart that will be distributed the students will fill it out on what they know about habitats for 10 minutes. We will then come back as a group to discuss habitats and create a master KWL chart on the SMART Board. Encourage the students to give answers even if they arent sure because that way they will be able to learn from their mistakes. Make sure to mention all of the different habitats in the Great Bear Rainforest. Then move on to some of the aspects of each of the habitats like the vegetation and animals. Exploration: Students will then choose the habitat they will be researching by picking a subject from a draw. Then as a class we will watch the video, Your Adventure with Great Bear Nature Tours starts here!( Video http://www.greatbeartours.com/_videos/bear-watching-video.htm) Then the students will use the class netbooks into the habitats they have been assigned.Each student is required to find three animals and three different types of vegetation and write them in their science books that they would like to include in their habitat. Explanation: Once the students have gathered their information they will begin to construct their project. They will have to create the habitat in a shoebox and follow the instructions given; 1. All requirements are given in the shoebox diorama rubric. 2.Students must include the name and location(s) of the habitat somewhere on the outside of the shoebox. The inside of the shoebox must be decorated to match the natural habitat. 3.There must be at least 3 different types of animals in the diorama that are clearly labeled.

24 4. There must be at least 3 different types of plants in the diorama that are clearly labeled. 5. There must be a habitat food web on the shoebox that includes animals and plants from the diorama. 6. Students are allowed to use either craft products or nature items that pertain to their area. REMEMBER DO NOT REMOVE PARTS OF OR DAMAGE LIVING PLANTS ONLY USE DEADFALL. Expansion: When the habitat is finished students will then look into pipelines and their negative effects on the Great Bear Rainforest habitats. We will watch the video from Vimeo about pipeline effects on the G.B.R. and discuss how it could affect some of the habitats in the rain forest. (video: http://vimeo.com/38708656). Move on to the topic of The Northern Gateway Project and speak on some of the problems it may cause. -The 1,170-kilometre route would bisect the rainforest. - The pipelines would transport toxic oil sands bitumen across hundreds of salmon streams. -The pipeline would bring as many as 220 supersized oil tankers into B.C.s sensitive coastal waters every year. Students will then investigate local or regional habitat issues (e.g., the use of pesticides or herbicide spray, insect infestation, oil pollution or sewage treatment). On that note we focus on the habitats they created and look into the improvements they could make to their habitats to make it more realistic and habitable for the specimen they choose to use in their habitats Evaluation: Students will then present to the class their habitat and describe where is it and tell the class three interesting facts that they have found out about their habitat. They will also need to say what their improvements they made to their project to make it more realistic and habitable. Their habitat will also be apart of the evaluation; it must contain all of the elements mentioned in the steps. There will be an exit slip at the end of class where they will include their name, the habitat they did and one fact they learnt about a different habitat.

Differentiation: Johnny will be allowed to create a PowerPoint on their habitat rather than the diagram with the assistance of his E.A. He will only need to include 2 types of animals and 2 types of vegetation. If sally is having trouble sitting still during the KWL forms and pipeline discussion she will be given a stress ball to work with. During the construction of the project she is allowed to take breaks every so often if needed. References: http://vimeo.com/38708656 http://www.greatbeartours.com/_videos/bear-watching-video.htm

25 Lesson Plan 6: Its Not Fast Food Chain but a Food Chain of Survival GCO: Life Science: Habitats SCO: Habitats and Populations Curricular Outcomes: Classify organisms according to their role in a food chain and draw a diagram to illustrate the food chain (302-3, 104-6, 206-1) Predict how the removal of a plant or animal population affects the rest of the community (301-1) Relate habitat loss to the endangerment or extinction of plants and animals (301-2) Class Objective: To have a complete Assessment: Formative understanding and classify organisms in terms of hierarchy of food chain order. Students should investigate how various organisms obtain and eat food to support their basic needs for life. Students should focus their investigations on organisms as producers, consumers, and decomposers. Time Required for this lesson: 60 minutes over 2 days Materials/ Resources: Plain white paper, color pencils, organism cards Methods / Structure: Whole group learning, individual work Text/Audio/Video-based Resources: SMART Board, internet access, YouTube access Instructional Strategies/ Procedure for the Class: Engaging: Engage students by going over what a food chain is, brainstorm with students introduce vocabulary used. Show a quick example on the board. ( Sun-> Grass-> Cow-> Human) Opening activity students will work together to create a life size food chain as they portray the animals. Teacher will pass out cards with a name of an organism at random. Once each student has received a card, ask him or her to work together and create a food chain. Depicting a role of the organisms in a food chain. Exploration: Students should predict the consequences of what happens when one type of organism in a food chain is removed completely by predators, loss of camouflage, and shortage of main food source, disease outbreak, and/or human activity. Students could participate in a population simulation game that illustrates the roles of predators and prey, the importance of a suitable habitat to the survival of an organism, and how the removal of one organism affects others within that habitat. Explanation: Show Food Chain video on YouTube from Brain Pop JR. Go into detail about the vocabulary used in describing food chain and classifying organisms. ( Prey, Predator, organisms, Composers and decomposer) Expand on living organisms in the Great Bear Rainforest. Expansion: Students could investigate a local example of habitat loss (e.g., forest fire, forest cutting, housing construction, insect infestation, and pollution) to understand its effect on plants and animals. They can draw and create their own habitat and organisms, and cause human or natural disasters to occur. They can write a short paragraph explaining how the populations rise and fall with the conditions imposed.

26 Evaluation: Teacher and students will brainstorm a list of living organisms from The Great Bear Rainforest and create a lost on the board. Each student will be asked to get color pencils, and plain white paper. Students will be asked to create a food chain by drawing and label the organisms from the Great Bear Rainforest. Differentiation: : If the engaging activity becomes too loud for Johnny he is welcome to leave the room if this become too much for him. Ms. Smith can take him to the resource room and talk about food chains and find other videos on YouTube to depict what a food chain looks like. Sally Should find this lesson engaging and active and should have no problem participating References: http://www.youtube.com/watch?v=tJ-_17NbGb4 https://www.gnb.ca/0000/publications/curric/grade4science.pdf

27 Lesson Plan 7: Survival in the Great Bear Rainforest GCO: Life Science: Habitats SCO: Behavioural and Structural Features of Animals that Enable them to Survive in their Habitat Curricular Outcomes: Compare the external features and behavioural patterns of various animals and relate these features to their ability to meet their basic needs in their natural habitats (302-2, 300-1) Carry out procedures to ensure a fair test that explores how appearance affects visibility (205-1) Predict the structural and/or behavioural adaptations needed for an animal to live in a particular habitat, either real or imagined (204-3) Class Objective: Students will become Assessment: Formative familiar with how animals meet their needs, and what those needs are. The Great Bear Rainforest is a unique habitat with unique animals, so students will need to research how these animals survive in this habitat. Time Required for this lesson: 60 minutes Materials/ Resources: Journals, confetti, books on the Great Bear Rainforest, netbooks, craft supplies for diorama, video camera Methods / Structure: Independent, whole group teaching, partners if wanted Text/Audio/Video-based Resources: Netbooks, video camera Instructional Strategies/ Procedure for the Class: Engaging: In journals, write a story about an animal that lives in the Great Bear Rainforest, where the trees are really large and tall. It rains almost every day, and there is a river that runs through with plenty of fish for the animal to eat. Include in your story what the animal looks like, what kind of features it would have, and how it survives in this habitat. Exploration: We are going to see how many of each colour of confetti we can find in five minutes. This will help show how an objects appearance can affect how easily we can it is seen. What results would you expect if I had larger red pieces than blue? Would this be a fair test? What are some things that we would have to do to make sure it is a fair test? Explanation: As students investigate the Great Bear Rainforest, they should start to focus on how animals meet their needs. Brainstorm what basic needs are, which include food, protection, and the ability to reproduce. Students could select a few organisms in the habitat and research them (books and netbooks) to determine the parts of the habitat on which they depend. Expansion: Design a diorama, and illustrate how an animal can be camouflaged in one part of the scenery, but not in another. Evaluation: Research the adaptations of a selected animal found in the Great Bear Rainforest. Try to link the adaptation with how the animal meets its basic needs in its habitat. Develop a presentation in the form of a creative essay, skit, video, Podcast, or

28 model, which relates how an animal has adapted to a habitat. Students can present with a buddy or alone Differentiation: Encourage Sally and Johnny to focus on main points in their journal writing. They may need a scribe and can then copy the scribe. When researching, Sally may choose to work with a buddy to help keep her on task. If essay is chosen, students can type their essay. References: https://www.gnb.ca/0000/publications/curric/grade4science.pdf

29 Lesson Plan 8: Battle of the Fittest: Plant Edition GCO: Life Science: Habitats SCO: Structural Features of Plants that Enable them to Survive in their Habitat Curricular Outcomes: Using appropriate terminology to compare the structural features of plants that enable them to thrive in different kinds of places (300-2, 104-6) Describe how scientists knowledge of plant growth has led to agricultural innovations and techniques (106-4) Describe current investigations of local or regional habitat issues (105-1) Class Objective: The objective of this class is for the students to become with familiar with the plant life in the surrounding area of the Great Bear Rainforest. They will be able to see how agriculture and technology go hand in hand and make their own decision of if it is a positive or negative thing. Time Required for this lesson: 60 minutes Materials/ Resources: paper, SMART Board, internet access, reference Methods / Structure: Independent, teaching as a whole group Text/Audio/Video-based Resources: SMART Board, internet access Instructional Strategies/ Procedure for the Class: Engaging: As a class, discuss how you can fairly compare some of the different ways that humans help plants grow. Discuss variables to control, like the amount of light, heat, and water a plant receives. In smaller groups, grow a plant using the condition treatment that has been assigned to you (e.g., solid fertilizer). Measure and record growth in the chart. Exploration: Draw and describe features of plants that help them thrive in their habitat. (Examples of plants you might include are cactus, pitcher plant, dandelion) Some plants that can be discussed upon is seaweeds, which have holdfasts instead of roots and air sacs that keep them afloat; pitcher plants, which trap insects as food; and dandelions, whose flowers produce puffy seeds that blow in the wind, and whose long, strong roots penetrate deep into the ground. Explanation: Since weve started talking about features that thrive in the Great Bea rainforest students will then investigate local or regional habitat issues (e.g., the use of pesticides or herbicide spray, insect infestation, oil pollution, pipelining or sewage treatment). Expansion: Students will then watch the video SCIENCE SCREEN REPORT FOR KIDS - Agriculture: Farming Today & Tomorrow - Volume 21 Issue 1 to see how technology is affecting agriculture. They will then be encouraged to discuss how plant growth has been enhanced due to agricultural innovations. Students could be encouraged to discuss the positive and negative aspects of technological innovations such as fertilizers, herbicides, pesticides and Assessment: Formative (exit slip)

30 hydroponics. Evaluation: At the end of the lesson the students will fill out an exit slip on a sheet of paper. On the slip they will be required to write what they believe is one of the biggest habitat problem is for the Great Bear Rainforest. They will also be required to name of the plants that thrive in the Great Bear Rainforest and one of the features that help them thrive in their habitat. Differentiation: Johnny: Johnny may struggle with sitting through the entire lesson so if needed he can leave the room and watch the video with Ms. Smith in the computer room. During the exit slip he is only required to answer one of the two questions to the best of his ability. Sally: Sally will be given her stress ball and a wiggle seat to assist her in paying attention. References: http://www.youtube.com/watch?v=LskhU6KskZ8 https://www.gnb.ca/0000/publications/curric/grade4science.pdf

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Lesson Plan 9: Summative Project: Show What You Know GCO: Life Science: Habitats SCO: Habitats and Populations Curricular Outcomes: All curricular outcomes listed on page 4 Class Objective: To have students
provide and express what they have learned about the Great Bear Rainforest various ways.

Assessment: Summative project

Time Required for this lesson: 60 minutes over three classes Materials/ Resources: Computers, art supplies, paper, pencil, rubric, choice board Methods / Structure: Individual assignment and evaluation Text/Audio/Video-based Resources: Rubric, choice board, previous lesson materials (SMART board, journals, artifact box, etc.) Instructional Strategies/ Procedure for the Class: Engaging: Introduce students to the idea of the final project. This is to be a fun project to further their knowledge on habitats within the Great Bear Rainforest. Handout choice board and allow students to look it over and think of ideas that they may like to do. Relook at the artifact box the class made, the nature journal, photos and food chains to remind students and spark more ideas. Provide class time to work on this. Exploration: Give a brief explanation on the different aspects that can be done. Read over
each box in the choice board and answer any questions that may arise. Explain to students that they pick one of the boxes to complete. They are different forms of activities and choose the one that works best for them. Also explain and hand out the rubric on the assignment. Have students look it over and ask any questions pertaining to it. Exploration/ Expansion: Students choose the topic that best fits them. Time will be provided on the first day to have students initiate the beginning of the research. They can begin to gather information using the laptops and any books around the classroom. Students can beginning working on this assignment immediately Evaluation: Individual assessment. The projects will be marked by a rubric. Differentiation: Choice Board- Students have multiple items to choose from. This provides Blooms taxonomy and allows students to follow their interests and personal learning styles. Gaging lesson on strengths and weaknesses of each student.

References: Dodge, J. (2006). Differentiation in Action. Toronto: Scholastic.

32 Choice Board

Photo story of a habitat within New Brunswick to show compare and contrast to the Great Bear Rainforest

Power Point, Prezi, poster depicting the Great Bear Rainforest

Make a visual of the Great Bear Rainforest. Paper Mache, 3d objects etc.

Create a song or rap about the Great Bear Rainforest

Essay on the Great Bear Rainforest 2 pages doublespaced.

Free Choice: Please feel free to run your idea by the teacher.

Create their own artifact box about New Brunswick region and present the comparisons or contrasts of the Great bear Rainforest

Explore the Native American culture within the Great Bear Rainforest and create a song or a dance that best describes the culture

Create a newscast or pod cast on saving the rainforest (Pipeline, C02 and its effects, logging)

Great Bear Rainforest collage with an written explanation and oral presentation

Create a brochure to show the wonders of the Great Bear Rainforest

Write a creative story using information about living in the Great Bear Rainforest or as an animal living there.

33 Great Bear Rainforest Final Project Rubric Name of Student: _____________________________

! ! The presentation of the visual, written or oral project ! Evidence of research

"! !

#! !

$!

! Following directions and instructions provided for the project ! The use of creativity

Gained an understanding of their topic and displayed effort !

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