1.

Fieldtrip
Subject/ Grade Level: Science/Grade 4
Time: All day (9AM-2PM)

NB Elementary Science Curricula

GCOs:
204-1 propose questions to investigate and practical problems to solve
204-3 state a prediction and a hypothesis based on an observed pattern of events
204-8 identify appropriate tools, instruments, and materials to complete investigations
205-5 make observations and collect information relevant to a given question or problem
205-7 record observations using a single word, notes in point form, sentences, and simple
diagrams and charts
206-1 classify according to several attributes and create a chart or diagram to show the method
of classifying
206-9 identify new questions or problems that arise from what was learned
207-2 communicate procedures and results, using lists, notes in point form, sentences, charts,
graphs, drawings, and oral language
SCOs
300-7 identify and describe rocks that contain records of the Earths history

Language Arts NB Curriculum

GCOs
Students will be expected to use writing and other forms of representation to explore, clarify,
and reflect on their thoughts, feelings, experiences, and learnings; and to use their
imaginations.
Students will be expected to speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences.
Students will be expected to use writing and other forms of representation to explore, clarify,
and reflect on their thoughts, feelings, experiences, and learnings; and to use their
imaginations.
SCOs:
Experiment with different ways of making their own notes (e.g., webbing, jot notes, matrix)
explore and discuss their thoughts, ideas, and experiences and consider those of their peer
use strategies in writing and other ways of representing to formulate
questions and organize ideas
use technology with increasing with increasing proficiency in writing and other forms of
representing

Lesson Objective: At the end of this lesson, students will have a knowledge of the basics facts
for the next few lessons in this unit. This knowledge will expand as we move further in the
unit.

Differentiation:
If we have a student who has mobility difficulties, and there is no proper lift to bring the
student down to the shore at low-tide, the students will go to a watch area to observe how low
the tides go.
If a student has visual impairments, they will have a buddy system and the teacher will
describe the area and help the student feel the area.
If a student has auditory difficulties, the teacher can bring a portable microphone or stand
closer to the student.

Materials/Resources/Technology:
Bulletin board
Science Notepad
Pencil
Eraser
Laptops or iPads
Sheet for questions books
App. Questionnaire activity
Concept map activity
Activity sheet for the wave experiment
Activity sheet Diggin in Textbooks
Foil pan
Water
Electric fan or paper fan
KidBlog login kidblog.org/class/ms-hicken-and-mr-shaws-class

Technology Component:
Students will be documenting what they observed, what they learned and any questions they
may have during the field trip on their Science Blog. The blog which the students will be using
is called KidBlog. The teacher has access to each of the blogs so they can add any activities the
students will do on their blogs.
Students will be using an iPhone app called iBird app to explore the different kinds of birds
found in the Bay of Fundy.
ENGAGEMENT
To engage the students before going on the field trip, the teacher will have a centre (bulletin
board). The students will gather around the bulletin board and the teacher will explain the
bulletin board to the students. The teacher will explain the terms needed for the field trip and
what the students should focus on. [Appendix A]
Once the teacher has explained the bulletin board, there will be three centres for the students to
go to. The teacher will divide the students into four groups, and each student has a specific
task/name (recorder, time keeper,...).
The first centre: The students will explore picture books and informational books in this
centre. The students will document in their science notepad what book they enjoyed, why they
enjoyed that particular book and what new concept they discovered. The students will then

document this in their science blog after the centres. The students are encouraged to formulate
a question for the fieldtrip to ask the guide.[Appendix B]
The second centre is to explore an app called iBird app. The students will explore different
kind of birds found in the Bay of Fundy such as the Atlantic Puffin,... The students will have a
sheet with questions to fill in. The students are expected to explore the app to learn about these
birds and be able to identify these when visiting the area. [Appendix C]
The third centre is to create waves. This will help students become familiar with the concept of
waves, and go over any misconceptions the students may have on how waves are produced. At
this centre, the teacher would have placed a flat pan (4-5 inches deep) filled with water. There
will be a sheet with directives for the students. The students will have to discuss what they
think cause waves. After they have discussed this, the students will use an electric fan or a
paper fan to create waves. They will document their observation and come to the conclusion
that wind create waves. They will also try to answer a question at the end that says Why did
the water not bunch up at the far end of the pan? [Appendix D]
EXPLORATION (All day)
As the students explore the various features the Bay of Fundy has to provide, they will take
notes in their notepad (Appendix E/F). The guide and the teacher will provide information to
the students. The students will know to keep their attention on the tidal process, the fossils and
the different animals found in the area.
EXPLANATION (30 Minutes)
When the students return to class (they will be back in class by 2pm), the teacher will lead a
whole group discussion. The teacher will ask questions to prompt them to think and to reflect
on their fieldtrip. The teacher will ask questions such as What did you learn today? What was
new information? What is unique about the Bay of Fundy? Can you expand on the concept of
the tides? What was your favourite aspect of the trip? What do you want to learn more about?
These type of questions and answers provided by the students will help them to fill out the
concept map that will be put on each students blog. This will also help the teacher to know
what to focus on the next few lessons and what the students were interested in to learn more
about.
ELABORATION (10-15 Minutes)
After the whole-group discussion, the teacher will ask the students to go to their blog and find
the concept map and fill it in (Appendix G/H). The students will have to identify different
aspects they had noticed during their field trip and to expand on these. The students are asked
to note things they have seen on these subjects: tides, animals, fossils, and plants.
EVALUATION
The teacher will review the blogs. The teacher will not necessarily mark the students work yet,
rather the teacher is using this as a formative assessment and to see how students
understanding are shaping at this stage. This will help with planning future lessons on this unit.

The teacher will simply read, review and use comments if desired.
Important Note:
The teacher must gather rocks and soil from the Bay of Fundy for a future lesson within this
unit.

Lesson Evaluation and Revision:

How did the lesson work over all?
What things would we changes?
What things could we expand on?
What things do we need to make sure we keep?
Were the students engaged in the activities?
Were the differentiation strategies appropriate?