Life Sciences

Magdalen Islands
Les les de la Madeleine

KaitlynRoeding
NicoleMacDonald
HilaryMacMaster
DsireTchommo
1

ElementaryGrade4Unit:MagdalenIslands

TableofContents:

LessonTitle:

Lesson1:Habitat

Lesson2:Habitat

Lesson3:SaltandPollution

Lesson4:PollutionintheWater

Lesson5:Weather

Lesson6:WeatherandClimate

Lesson7:Erosion

Lesson8:Erosion

SummativeAssignment

References

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Lesson1:
MagdalenIslandsHabitats
Grade4
Time:
1hour

THETEACHINGPROCESS

LessonOverview
ThislessonteachesstudentstolearnaboutMagdalenIsland,itshabitats,animals,plantsand
thevocabularyofscience.ThislessonwouldbeusedinFrenchImmersionclassandwillrequire
studentstofindtherightFrenchwordsindecodingfirstandusinganonlinedictionaryif
necessary.
UnitObjectives:
Contenttobetaught
:
Studentscouldconstructadioramaorpostershowingtheirknowledgeoftherelation
betweenanimalsandtheirtypeofhabitat.

Standards:
NSESOutcomes:ContentStandard:LifeScienceHabitat
3021
identifyavarietyoflocalandregionalhabitatsandtheirassociatedpopulationsofplants
andanimals

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

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

Listofmaterials:
BulletinBoardofMagdalenIsland(Fig.1)ShoeBoxesConstructionpaperScissorsGlue
PaintbrushColourcrayonsPaintStickynotesSciencejournalPencil.

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

INSTRUCTIONALSEQUENCE
Structure:
Wholeclass
PairShare
Individual

Vocabulary:
Habitat
Livingorganism
Community
Population

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

(Fig.1)

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

Useexampleofwoodlandwhereanimalscanfindfood,shelterandprotection.
Definehabitat:
Aplacethatishometoanimals(
weareanimals
)andplants.

Activity:
StudentswillshowwhattheyknowaboutHabitatincreatingadioramaorposter.
Whatsteacherdoing?
Whatarestudentsdoing?
Afterinformaldiscussion.

Definehabitat:Aplacethatishometoanimals(weare

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

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

Teacherwillputonthewhiteboardstudentsresponseson
differenthabitats:Mainland,Ocean,SandBeaches,Saltmine
Sandstonecliffs,dunes,lagoons,bays.

TeacherwillputtheMagdalenIslandgametomatchanimalsto
theirhabitatsonSmartboard?

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

Studentwillrecordhabitats
theypredictwhatanimal
livethereintheirhabitat
studytable(AppendixA)

Studentswouldwriteand
drawintheirjournals.

Studentswillmoveanimal
totherighthabitats.

Studentswillpick1to3
animalstobuildeachand
theirhabitat.Studentswill
definewhoisinchargeof
writing,drawing,research
andpaintingtheboxesand
whathabitattochoose.
Studentswilluseclayto
constructatleastone
animaleachfromone
habitat
5

EXPLAINtheconcept
Teacherwouldaskquestiontoassessifstudentshave
Studentswillpresenttheir
understoodtherelationoftheanimalhabitsandfood,sheltersize clayandgiveandjustify
orenvironmentlinkedtohishabitat.
why.

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

EVALUATEstudentunderstandingoftheconcept
Teacherwillevaluatestudentknowledgeandunderstandingofthe Studentswritetwothings
scientificvocabularythroughformativeassessmentlike
theyhavelearnedandone
discussionsandexchanges,thegroupwork,thedioramawith
thingtheywanttoknowon
animalsadaptedtotheirhabitatandanexitsliponastickynotes stickynoteExitSliptoput
tostickonBulletinBoardwhereitwouldbecollected.
onbulletinboard.

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

Lesson2:
MagdalenIslandsHabitats
Grade4
Time:
1hour

THETEACHINGPROCESS

LessonOverview
Thislessonteachesstudentstolearnaboutthefoodchain,thusthepredatorandtheprey.
UnitObjectives:
Contenttobetaught
:
Studentscouldconstructapostershowingtheirfoodchain.

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

GeneralCurriculumOutcome:
Studentswillbeexpectedtousethetermshabitat,
population,andcommunityinappropriatecontexts(1046)identifyquestionstoinvestigate
aboutthetypesofplantsand/oranimalsatalocalhabitat,andtheconditionsunderwhich
theylive(2041).

SpecificCurriculumOutcome
:
Studentswillbeexpectedto:
1083
describehowpersonalactionshelpconservenaturalresourcesandcareforliving
thingsandtheirhabitats
2072
communicateproceduresandresults,usinglists,notesinpointform,sentences,
charts,graphs,drawings,andorallanguage

Listofmaterials:
StickynotesSciencejournalPosterpaperMarkersFoodChainGamecards/per
groupof4
TechnologyResource:
SmartBoardactivityDyslexicstudentscomputers
INSTRUCTIONALSEQUENCE
Structure:
Vocabulary:
Wholeclass
CarnivoreOmnivoreHerbivore
PairShare
FoodChain
Individual
Plants
Groupof4
PreyPredator
7

ENGAGEthelearner
TeacherwillwriteonthewhiteboardIlesdelaMadeleineandthegoalofthedayIcan
identifythepreyandthepredator.
Activity:
StudentswillshowwhattheyknowaboutFoodchainbycreatingaposter.
Whatsteacherdoing?
Whatarestudents
TeacherwillwriteonSmartboardPreyandPredatorlikecat
doing?
andmouse.
Studentsasawhole
ThenTeacherwillexhibitanimalpicturesandgiveawordbankof classwilllistenandask
animalsfromMagdalenIsland(seeAppendixA).
questionstoinquire
ThenteachermodelonSmartboardthefoodchainwithaweb.
aboutthefoodchain.
Togetherteacherandstudentswillcreatethechecklist.
Studentsinpairswill
brainstormandwritein
theirjournals.
EXPLOREtheconcept
Teacherwilldefinegroupof4toworktogether.
Studentswillstart
Teacherwillmodelonthewhiteboardwhatsheexpectswith
researchingwhoisthe
havingtwosidesontheirsheet:onepredator,oneprey.Thenuse predatorandwhoisthe
thisinformationtobuildtheweb.
preyusingAppendixA.
Teachercantheninitiatethechecklistwiththestudents.

Thenteacherwillgivestudentsaposterpaperandmarkerstodo Studentswilldiscuss
theirposter.Teacherwillwalkaroundthetablestoseeifhelpcan whoisdoingwhat:
drawing,writing,howto
begiven.
organisetheirfood
chain.

EXPLAINtheconcept
Teacherwillreinforcethenotionthatwearethepredatorofthe
Studentswillclarifyifits
chickenbecauseweeatthechickenandthechickenistheprey.
understoodornot.
Butthechickenisalsothepredatorfortheworms.Teacherwould Studentswillstandif
askstudentstostandupifitsclear.
understoodandsitif
Teacherwouldaskstudenttopresenttheirworkattheirtables.
needclarification.
Teacherwillrecordwhatishappeningatthetables.
Studentswillpresent

theirworkandjustify
answers.
ELABORATEontheconcept
TeacherwillgivethecardsfromtheFoodchainGametoreinforce Studentsplaythegame
thelearning.
recreatingafoodchain

withthosecards.

EVALUATEstudentunderstandingoftheconcept
Teacherwillgivestickynotesasexitsliptostudentsto
Studentswritetwo
write3thingstheylearned,likeanddislike.Teacherwill
thingstheyhave
alsoevaluatetheinputontheposterinrelationtothe
learnedandonething
checklist.
theywanttoknowon

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

10

11

AppendixA

FoodChainActivity
Directions:
Createafoodchainbyconnectingorganismsstartingwiththetopconsumers
inthehabitatandfinishwiththechainwiththeprimaryproducer.Usethewordbank
below.

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

LANDMAMMALS
RedFox
DeerMouse
NorwayRat
MeadowVole
RedSquirrels
Hares

BIRDS
Morethan300listedspecies
Flora
BeachGrass
SeaBeachSandwort/BlackSandwort
BeachPea
SeaRocket
BlackCrowberry
Starflower
Gramineae
BalticRush
Glasswort
MarshRosemary
12

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

Canexplainwhatpredatoris.

Canunderstandtheroleofthe

foodchain.

ExitSlipStudent:
Studentswritetwothingstheyhavelearnedandonethingtheywantto
knowonstickynotesExitSlip.

13

Lesson3:
SaltCompaniesandPollution
GradeFour
Time:30minutes

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

Studentswillbeexpectedto:
Investigatelocalorregionalhabitatissues(e.g.,theuseofpesticidesorher
bicide
spray,insectinfestation,oilpollutionorsewagetreatment).(1051)
Predicthowtheremovalofaplantoranimalpopulationaffectstherestofthe
community(3011)
relatehabitatlosstotheendangermentorextinctionofplantsandanimals(3012)

Objectives:
Studentswillbeabletounderstandmoreabouttheisland,andhowpollutionisa
majorprobleminwaterways.

MaterialsNeeded:
Chartpaperandmarkers,Blankpaper,pencilcrayons
PollutionStory(seebelow)

Engagement:
Teacher:
InitiallytelltheclassabouttheCanadianSaltCompanySeleineMineswhich
producesroadsaltforuseinQuebec,AtlanticCanada,andtheUnitedStates.Itproduces1
milliontonsofsaltayear,andemploys200people.Makeapointofsayingthatitisamajor
saltproducerfortheseconsumers,anditanimportantplant.Nowbegintotalkaboutpollution
(addedsalttotheocean,wastechemicals,garbage,fuelsetc.)andbrainstormalistonchart
paperwiththeclassaboutwhattheythinkthesaltplantmaybedoingfortheenvironmentof
theMagdalenIslands.
Students:
willbebrainstormingwiththeteacheraboutthedifferent
kindsofpollutiontheislandmaysufferfrom.
(10minutes)

Exploration:
Teacher:
willhandoutthepaperandpencilcrayons.Theteacherwillthenbegin
readingthepollutionstory(seebelow)andthestudentswillfillintheirblankpagewiththe
itemsthatarebeingdumpedintotheocean.Thiswillshowthestudentsthattherearemany
thingsintheoceanthatshouldnotbethere.
Students:
willbedrawingontheiroceanpictures
toshoweverythingthattheywouldfindinapollutedocean.
(15minutes)

Explanation:
Teacher:
willbeexplainingwhattheyshouldbedrawingthroughoutthestory.They
willbewalkingaroundtheroomtomakesurethateachstudentisontaskanddrawingthe
correctthingsintheiroceanpicture.
14

Elaboration:
Teacher:
willbringtheclassbackforafinaldiscussionabouttheirpictureswhenthe
storyisover.Whatdidtheydraw?Whatimpactdotheythinkallofthesethingswouldhave
ontheisland,thepeople,ortheanimals?
Students:
willbeengagedinthediscussion,and
allowedtoshowcasetheirpicturestotheotherstudents.
(5minutes)

Evaluation:
Teacher:
willbecirclingtheroomtoperformaformativetypeofassessmentasthe
studentsaredrawingtheirpictures.

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

PollutionStory:
TherewasamanwholivedontheMagdalenIslands.HisnamewasFrank,andhe
livedonthesemajesticislandswithhiswife,Beatrice,andtheirthreekidsBen,Sam,and
Stacey.FrankhadajobattheSeleineMineswhichproducedtonsandtonsofroadsaltto
placesacrossCanadaeachyear.Onthisjob,Frankwasinchargeofmakingsurethatthe
plantdidnotallowforanymorepollutiontooccurthannecessary.Frankstartedeachdayby
walkingaroundtheplantandcollectinggarbageanddebrishewouldfind.Hedidntwantthis
togetintotheocean,oronthestreetsoftheisland!MagdalenIslandsareknownfortheir
beauty,andthisgarbagewoulddamperthatprestigeimage.Today,Frankfoundthreesoda
cans,acardboardbox,andasheetofplasticthathadblownoffoneoftheroofs.Thesethings
couldallhaveendedupharmingsomethingorsomeone!Next,Frankwentinsidetheplant,
andfoundthatthegarbagebinswerealloverflowing!Moregarbagecouldhaveendedupin
theocean!Frankmovedontothestorageroomwherehefoundaleakycanisterofoil!Whatif
someonehadputthatcanoutsideandnotknownthatitwasleaking!Hequicklycleanedup
themessanddisposedofthecanisterproperly.Finally,Frankwentovertohisbosssoffice.
Therehelearnedthathisbosshadpurchased17newdieseltrucksfortheminethatmorning,
butwhentheywerefillingthemsomedieselhadspiltontotheground.Frankquicklyrushedto
getthesolvent,andcleanedupthemess.Itisagoodthingthatnoanimalswereharmed!
Frankhadseenenoughgarbageandwasteforoneday!WhatamesstheIslandwouldlook
likeifFrankwasnttheretocleanup!

15

Lesson4:
Pollutioninthewater
GradeFour
Time:30minutes

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

Studentswillbeexpectedto:
Investigatelocalorregionalhabitatissues(e.g.,theuseofpesticidesorher
bicide
spray,insectinfestation,oilpollutionorsewagetreatment).(1051)
Predicthowtheremovalofaplantoranimalpopulationaffectstherestofthe
community(3011)
relatehabitatlosstotheendangermentorextinctionofplantsandanimals(3012)

Objectives:
Studentswillbeabletounderstandhowpollutionisamajorproblemin
waterways,andcouldharmtheislandsecosystem.

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

Engagement:
Teacher:
Initiallyrecapfromyesterdayandgoovertheanchorchartmadeaboutthe
typesofpollutionthatthesaltminescouldleavebehind.Askthestudentswhatotherthings
theycanthinkofthatmaypollutetheocean.Askthestudentsiftheythinkwecanundo
pollution.
Students:
willbebrainstormingwiththeteacheraboutthedifferentkindsof
pollutiontheislandmaysufferfrom.
(5minutes)

Exploration:
Teacher:
willtelleachofthestudentstogotooneofthetablesalreadysetupwitha
containerofwaterwithbluefoodcolouring,andvariousobjectsofftotheside.Stepbystep
theteacherwillguidethestudentsthroughplacingthevariousobjectsintotheircontainersof
water.Theteacherwillstopaftereachthingisinsertedtoaskthestudentswhattheir
oceansnowlooklike.Dotheythinkitwouldbeagreatplaceforanimalstolive?Thiswill
showthestudentsthattherearemanythingsintheoceanthatshouldnotbethere.
Students:
willfollowalongandperformtheexperimentsastheteachergiveseachstep,and
contributetothediscussionthatistakingplace.
(20minutes)

Explanation:
Teacher:
willbeexplainingwhattheyshouldbedoingtheentiretime,andwillbe
circulatingtheroomtomakesurethateachgroupisperformingtheexperimentasplanned.
16

Theteacherwillaskeachstudenttoplacedifferentitemsintotheircontainerandthenask
whattheirwaterlooksliketodrawanyconclusionsaboutwhetherornottheycanundo
pollution.

Elaboration:
Teacher:
whentheexperimentsarefinished,allowthestudentsafewminutesto
attempttoundotheirpollutedwaters.Askwhy/whynotitispossible.Whatdotheythink
abouthowtheislandmaybecomepolluted?Whatimpactdotheythinkallofthesethings
wouldhaveontheisland,thepeople,ortheanimals?
(5minutes)

Evaluation:
Teacher:
willbecirclingtheroomtoperformaformativetypeofassessmentasthe
studentsareaddingtotheirexperiments.Theteacherwillalsoaskforashortreflectiondone
forhomeworkandduetofollowingdaytoassesswhattheythoughtaboutwhattheylearned
inthepollutionsegmentofthisunit.

Accommodations:
Asthisactivityisahandsonexperiment,thereisnotmany
accommodations.Forthestudentwithdyslexiatheteacherwillhaveaccommodateby
readingthechartpaperoutloud,andgivingtheinstructionsorally.Thefinalhomeworkpiece
aboutwhattheyhavelearnedaboutpollutionwillbedoneinclassforthisstudentandwiththe
helpoftheteacher.Forthestudentwithdysgraphia,thehomeworkassignmentwillbedone
orallyinclassthenextday.

17

Lesson5:
Weather
GradeFour
Time:30minutes

STSE1051identifyexamplesofscientificquestionsandtechnologicalproblems
currentlybeingstudied

Studentswillbeexpectedto
OutcomesElaborations
StrategiesforLearningandTeachingMeasuringandDescribing
Weather(continued)useavarietyofsourcestogatherinformationtodescribethekey
featuresofavarietyofweathersystems(2058,30211)

Objectives:
Studentswillunderstandtheweathercycle.

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

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

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

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

Elaboration:
Students
willbeplacedingroupsandmaterialswillbegivensoeachgroupcan
createtheirowncloud.Theywillcompleteeachstepthemselvesandmaketheirownclouds.
Theteachershouldbewalkingaroundmakingsureeachgroupishavingsuccessinmaking
theircloudsinabottle.

18

Evaluation:
Students
willdrawtheweathercycleonaseparatepieceofpaper,andmakenotes
abouteachsteptheycomplete.Thiscanbehandedinattheendofclass,toseewheremore
informationneedstobediscussed.

19

20

Lesson6:
WeatherandClimate
Grade4
Time:30minutes

STSE1051identifyexamplesofscientificquestionsandtechnologicalproblems
currentlybeingstudied.
Studentswillbeexpectedto
OutcomesElaborations
StrategiesforLearningandTeachingMeasuringandDescribing
Weather(continued)useavarietyofsourcestogatherinformationtodescribethekey
featuresofavarietyofweathersystems(2058,30211)

Objectives:
Studentswillidentifywaysofgatheringinformationtotrackweather,focusingon
typesofweatherthatMagdalenIslandwouldencounter.

MaterialsNeeded:
Smartboard.Picturesofdifferentweatheronmagdalenisland.
chartpapertogenerateideason,markers.
Methodsofmeasuringweather

Engagement:
Showstudentsthedifferentpicturesofmagdalenisland.Havethemmakeinferences
oneachpictureanddescribewhatweathermightbeoccurringthere.Allowthemtoanalyze
eachpicturetoseewhatseasonitisaswell.(3minutes)

Exploration:

Asaclass,comeupwithdifferentwaysofmeasuringweather.Thisshouldbedone
onchartpaper,soitcanbeeasilyviewedwheneverneeded.Aftergeneratingseveralideas,
examplesofeachshouldbebroughtoutsostudentscanholdeachtypeintheirhand.
Example:thermometer,raingauge,windvane.

Explanation:
Teacher
shouldgiveanexplanationofhowtouseeachoftheweathergauges.
Studentsshouldhaveachancetofeelandexploreeachtype.Theteachershouldthenrefer
backtothepicturesofthedifferentweathersystemsonthesmartboard.Askstudentswhat
theywouldusetomeasurethedifferenttypesofweather.

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

21

Evaluation:
Studentswillkeepajournalsotheycanmeasuretheweatheratdifferenttimes
throughouttheyear.Duringamondayscienceclass,timewillbegiventomeasurethe
weather.Aformativeassessmentwillbedonebyanalyzingeachstudentsjournaltomake
suretheyknowhowtoreadeachweathergauge,andhavecollectedthecorrectdata.

22

Lesson7:
ErosionandRocks
Grade4
Time:1Hour

IntroductiontoErosion

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

STSE:Demonstratethatspecificterminologyisusedinscienceandtechnology
context(1046)

StudentsPriorKnowledgeandMisconceptions:
Studentsmaybeunawareofthedifferent
typesoferosion.Studentsmayalsoalreadyknowwhaterosionis,butnotknowhowitaffects
theenvironment.

PerformanceObjective:

Condition
:Asaclasswewilldiscusshowenvironmentsaroundthecoastcanbeaffectedby
erosion.Thedifferenttypesoferosion,andhowitcancompletelychangealandscape.
DiscussthatplacesliketheMagdalenIslandswouldseeeffectsoferosiononitslandscapes.

Performance
:Studentswillbeabletotalktotheirneighboursanddiscusswhattheythink
erosioncoulddotocoastallandscapes.

Criteria
:Studentswillbeabletoidentifywhaterosionisandhowitaffectslandscapesand
rocks.

Engagement(25mins):

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

Procedure:
StudentswillwatchafunandengagingvideobyBillNyetheScienceGuytointroducethem
tothetopicoferosion.
Exploration(15mins):

Materials:
23

ChartPaper
Markers

Procedure:
Studentswillgetintogroupsoftwoorthreeandmakeachartwithtwoseparate
headingsWhatIknowandWhatIWouldLikeToKnow
Thesechartswillbefilledoutasagroupandstudentswillbeabletosharewhatthey
havelearnedfromwatchingthevideo,aswellasdiscussingwhattheywouldliketo
knowmoreaboutinregardstorocksanderosion.

Explanation:
Afterhavingachancetosharetheirideasintheirpartnership,theywillhavecomeupwitha
chartstatingwhattheyknow,andwhattheydliketoknow.

Elaboration:
Theteacherwillthenleadadiscussionwiththeclassmakingoneclasschartstatingwhat
theyknew,andwhattheywouldliketolearnabouterosion.Thiswillallowtheclasstohear
everyonesideasandengagenewconversationsabouterosion.

Evaluation:
Theteacherwillbeabletotellifthestudentshaveanunderstandingoferosionbasedon
whattheyhaveclassifiedaswhattheyknow,andwhattheywouldliketoknow.Ifstudents
areunderstandingwhaterosionis,thestudentswillbeabletothinkaboutmorecomplex
questionstolearnmore.

Accommodations:
Ifstudentscannotwritedowntheirideasonpaper,theycanuseacomputertotypetheir
chartsout,orhaveanotherstudentdothewritingandtheycansharetheirideas.
GiftedstudentsmaybeabletoresearchwaysthaterosiontakesplaceclosetoFredericton
anddiscussitwiththeclass

24

Lesson8:
Erosion
EarthScience
Grade4
1hour

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

ChildrensPriorKnowledgeandMisconceptions
:Studentsmaybeunawarethaterosion
exists,ortheextentthaterosioncanhaveonlandscapesandhabitats.

PerformanceObjective:
Condition:
Studentswillbeplacedintosmallgroupsafterapreviouslessononerosionand
informativevideodiscussingerosion.Theywillsharewhattheyalreadyknowabouterosion
asagroupandwritedownanyquestionstheymaystillhaveinregardstorocksanderosion.

Performance:
Studentswillbegivengraphpaperandpencilstowritetheirpredictionsofwhat
willhappentorocksaftertheyareexposedtowavesandwindoveralongperiodoftime.

Criteria:
Studentswillbeabletoidentifythecauseiferosiononrocksandwhatitdoestothe
shapesofrocksandcoastallandscapes.

Engagement(15mins):

Materials:
Pieceofsidewalk(simulateslimestone)
Graphingpaper
Pencil

Thesematerialswillbeusedtobegintheexperimentthatstudentswilllatercompleteintheir
groups.Studentswilldevelopahypothesisastowhattheythinkwillhappentothepieceof
limestone(sidewalkchalk)afterithasbeenaffectedbywavescontinuously.Theywillthen
writedowntheirhypothesisandgathertherestofthematerialsneededtocompletethe
experiment.

Exploration(20mins):

Materials(alreadylaidoutontableandsortedforeachgroup:
graphingpaper
Pencil
25

Sidewalkchalk
Scale
Centicubeswiththeaccurateweightof1g
Masonjarsfilled1/3withwater

Procedure:

Studentswillweightheirpieceofchalkonthescaleusingthecenticubeandrecord
thefirstweight.Thenstudentswillsubmergethechalkintothemasonjarandshake
thejarwiththelidclosedandsecureforoneminute.

Afteroneminutehasgonebythestudentswillremovethechalkfromthemasonjar
andweighitonthescale,recordingthetimeandweightonthegraphingpaper.The
nextstudentwilltakeaturnshakingthechalkinthemasonjarforoneminute.

Afteroneminutethestudentswillremovethechalkfromthemasonjarandweightit
onthescale,andrecordthetimeanditsweightonthegraphingpaper.Thiswillbe
repeated8moretimeswiththestudentstakingturnsshakingthechalkinthejarsand
recordingitsweightandthetime.

Whenstudentsthestudentscompletetheirexperimentsandrecordthefinalweight,as
aclasswewillgraphouttheaverageweightsasaclass.

Explanation

Aftercompletingtheactivity,asaclasswewilldiscussourfindingsanddevelopagraphof
thechangesinweightinthepieceoflimestone.Thenasaclassanalyzeourfindingsand
discusswhatthedatawehavecollectedtellsus,andhowthisrelatestoerosionthatoccurs
fromwavesandweather(specificallytheMagdalenIslands).

Elaboration(15mins)

Askthestudentsaboutwhatthepurposeoftheexperimentwasandwhatitis
comparabletoinnature(coastlineserodingfromtheelements)

Askthemiftheycanthinkofanyotherelementthatwouldcauseerosion,andhow
couldwesimulatethat?(Windwithafan?).
Studentswillgivetheiranswersandalsoexplaintheirthoughts.Itwillbeagood
opportunitytolearnaboutotherideastheyhaveregardingerosion
AskthestudentswhatwouldhappentothecoastsoftheMagdalenIslandsafteryears
andyearsofwavesandmovingtides?

26

Evaluation

Canthestudentsdefinewhaterosionis?
Canthestudentidentifywhatcauseserosionandwhatcanhappenwhenerosion
takesplaceoveralongperiodoftime?
Canthestudentthinkofanyproblemsthaterosioncouldpotentiallycause?

Accommodations

Ifstudentscouldnotwritetheweightofthesidewalkchalktheycoulduseacomputer
torecordtheweightsandtime
Ifstudentsareunabletophysically(physicallydisabled)shakethemasonjartheycan
bedesignatedastimekeeperandweightrecorded
Giftedlearnerscouldresearchhowmuchthecoastlinesareerodingeachyearonthe
MagdalenIslandsandsharetheirfindingswiththeclass

27

SummativeAssignment:
Forthefinalsummativeassignmentforthiscoursetheteacherwillaskthestudentsto
createatypeoftourismbrochurethatcanactasamethodofseeingwhattheyhavelearned
throughouttheterm.Theteacherwillgiveabrieflessononhowtocreateabrochure,and
whatitshouldhave,buttherestoftheclasstimewillbespentonthestudentsworking
independentlyontheirbrochures.Thestudentswhorequireaccommodationswillbeaskedto
createoneviaacomputertoavoidwriting.Thefollowingistherubricthatwillbeusedto
assessthebrochures,andwillbehandedtostudentspriortobeginningtheirprojects.

Contentgiven
onbrochure

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

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

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

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

Creativeness
and
Organization

Brochureshows
nocreativity,and
lackof
organization.
Difficulttofollow.

Brochureshows
fewaspectsof
creativityandis
mostly
organized.

Brochureshows
somecreativity
andis
organized.

Brochureshows
independant
creativityand
veryorganized.
Easyto
understand.

Clear
understandingof
theislandsand
whattheyhave.
Couldusemore
worktocreatea
brochure
towardstourism.

Clear
understandingof
theislandsand
whattheyhave.
Veryinsightful
brochure
towardstourism.

Overall
Noclear
Some
understanding understandingof understanding
oftheislands theislandsatall. oftheislands
andwhatthey
have,butcould
usemorework
tocreatea
brochure
towards
tourism.

28

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

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

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

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

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

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