1

Science Unit Plan Manitoulin Island: Grade 3 Unit 1 S.Wood Elementary Science February 27, 2014

Lisa Schellenberg Valerie Diotte Meaghan Farrah Hannah MacDonald

2 Table of Contents Introduction-----------------------------------------------------3 Unit Overview---------------------------------------------------4 Introductory Lesson-------------------------------------------5 Habitats of Manitoulin Island 1------------------------------8 Habitats of Manitoulin Island 2------------------------------12 Recreating a Manitoulin Island Habitat--------------------15 Where do Plants Grow Best----------------------------------17 Plant Journal-----------------------------------------------------19 Bar Graph---------------------------------------------------------21 How Does Grass Grow?----------------------------------------23 Life Cycle of a Flowering Plant-------------------------------25 Plants are Important to Living Things----------------------31 The Lakeside Daisy---------------------------------------------33 Use of Plants on Manitoulin Island--------------------------36 Soil Erosion------------------------------------------------------38

Science Unit Plan: Sorraia Mustangs of Manitoulin Island Lesson Plans by: Valerie Diotte, Meaghan Farrah, Hannah MacDonald, and Lisa Schellenberg Explored through Life Sciences and Earth & Space Science Units Outcomes: 100-30 Observe and describe changes that occur through the life cycle of a flowering plant. 102-12 Describe ways in which plants are important to living things and the environment 100-29 Identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow 100-39 Effects of Moving Water on Different Soils 102-13 Identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is NSE Standards: Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.

Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. The characteristics of organisms, Organisms and environments, life cycles of organisms By observing and describing the natural world, students will understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light.

Unit Overview: This collection of lesson plans has been compiled to examine the Life Science and Earth & Space Science Unit Outcomes. Theses outcomes will be met through the examination of Manitoulin Island, on Lake Huron, Ontario, and the Sorraia Mustangs that inhabit the island. Students will participate in a series of centres, lessons, and activities based on different important aspects of the island life. Students will gain basic information about where Manitoulin Island is, what lives there, what grows there, what kinds of jobs are available for people that live there, and Sorraia Mustangs. These themes will be expanded upon throughout the unit.

5 Lesson Plan: Manitoulin Island Introductory Lesson Subject: Science Grade: 3 Curricular Outcomes: 100-29 Identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow 100-39 Effects of Moving Water on Different Soils 102-12 Describe ways in which plants are important to living things and the environment 102-13 Identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is NSE Standards:

Animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues

Objectives: This lesson is geared to be an introduction to the area that is Manitoulin Island. Students will participate in a series of centres based on different important aspects of the island life. Students will gain basic information about where Manitoulin Island is, what lives there, what grows there, what kinds of jobs are available for people that live there, and Sorraia Mustangs. These themes will be expanded upon throughout the unit. Materials Required: cleavage board, pictures, world map, map of Canada, metre sticks/ measuring tapes (metric), trivia cards, items for artifact box (see Centre 4 description) Multimedia: Internet access, Ravenseyrie Sorraias - Ondas do mar de Vigo https://www.youtube.com/watch?v=X1jmFt8HcXM Total Time: 60 minutes

6 Engaging Question (10 minutes): What is Manitoulin Island? What is important about this place? Teacher will: Begin class by showing the video: Ravenseyrie Sorraias - Ondas do mar de Vigo - https://www.youtube.com/watch?v=X1jmFt8HcXM Explain that we will be exploring Manitoulin Island through our Life Sciences and Earth and Space Science Units. Student will: Watch video Exploration (40 minutes): Teacher will: Explain 4 centres where students will learn some of the basic information about Manitoulin Island, who lives there, and what grows there. The class will be divided into four groups, (in a class of approximately 20 students, 5 students will be at one center at a time) Student will: Participate in centres in small groups for approximately 10 minutes per center. 1. Map Activity: The Sorraia Mustangs of Manitoulin Island have ancestral roots in Spain, Portugal, and France. Provide a labeled world map for each student. Students will colour in each of those countries, as well as locating Manitoulin Island on Lake Huron (labelled or starred). They will draw a travel line connecting the three ancestral countries to Manitoulin Island. See attached example. 2. How tall is a Mustang? How tall are you?: Students will receive a measurement of how tall a full-grown Sorraia Mustang is (approximately 14-15 hands, where the hand measures 10 cm). Students in this center will help each other measure themselves in the hands unit, as well as in meters and centimeters. The will record their measurements and compare to that of the Sorraia Mustang. 3. Fun Facts Centre: Students will participate in a trivia-like activity, where they will pose true or false questions to their peers. The cards are provided, and included the question and the answer, for the student reading the question. Information gained from http://www.livescience.com/27686-mustangs.html and http://ravenseyrie.blogspot.ca/p/overview-of-ravenseyrie-sorraia-mustang.html Sample questions: True or False the word Mustang comes from the Spanish term meaning ownerless beast or stray horse. True or False there are more than 500 Sorraia Mustangs left in the world (There are only approx 200 left). True or False Female mustangs or mares can be the leader of the herd. True or False - Manitoulin Island is the 5th largest fresh water lake island in the world (it is the largest). 4. Artifact Box: Here, students will examine a series of items that would be used in the various occupations of the land. Items included may be: hiking boots, fishing rod, model lighthouse, etc. From this, students will infer about the types of jobs or activities that are available for the people who live on Manitoulin Island. Information gained from http://www.manitoulintourism.com/communities/ Explanation (10 minutes): Teacher will: Following the completion of all four centers, we will engage in a discussion about what was learned in each center. We will make an anchor chart on chart paper about our new information. Student Will: Offer topics and information that they gained from each center. Expansion (throughout): Teacher will: Observe and explain items at each center

7 Student will: Participate in reaching the learning goals through each center Evaluation (throughout): Teacher will: circulate the room, assessing student involvement and understanding of new material. As well, following the lesson, collect map and measurement activities to assess initial student understanding. Student will: Demonstrate knowledge through participation in activities as well as supplying information to add to the class anchor chart on topic.

Resources: Ravenseyrie Sorraias - Ondas do mar de Vigo https://www.youtube.com/watch?v=X1jmFt8HcXM Manitoulin Island Tourism Accessed February 25, 2014 http://www.manitoulintourism.com/communities/ Fun Facts About Mustangs Nina Sen, LiveScience Contributor. Published: March 06, 2013 01:42pm ET. Accessed February 25, 2014. http://www.livescience.com/27686-mustangs.html Journal of Ravenseyrie Lynne Gerard Accessed February 25, 2014 http://ravenseyrie.blogspot.ca/p/overview-of-ravenseyrie-sorraiamustang.html

Lesson Plan: Habitats of Manitoulin Island 1 Subject: Science Grade: 3 Total time: 45mins Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSES Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Students learn about the Wetland and Meadow habitat on Manitoulin Island Materials Required: Pictures of Wetland habitat Pictures of Meadow woodland Habitat Tin pan with soil and water to simulate wetlands Flip chart paper and markers Pictures of the habitats and their characteristics on cards Exit cards Multimedia: None Engaging Question ( 5 mins time): Where do plants grow on Manitoulin Island Teacher will: Write this questions on the board and write down student responses. Student will: Raise hands to discuss the questions Exploration ( 10 mins time):. Teacher will: Show students pictures of the wetlands in Manitoulin island. Also have a pan with dirt in it to simulate the conditions of the wetland and show to students. Show students pictures of grassland in Manitoulin Island and discuss features. Student will: Participate in discuss

9 Explanation (10 mins time):. Play a matching game with the students. Have them match characteristics of the habitat to the pictures. Teacher will: Explain game to students: Split the class into two groups and give them both a set of cards and a list of characteristics. Students will need to match the characteristics to the picture. When finished raise your hands and the teacher will come check answers. Student Will: Play games in two groups Expansion ( 5 mins time): Teacher will: Gather students back together and go over answers. Student will: Listen to the teacher Evaluation (time): Teacher will: Give students exit card with the following question If I were I mustang I would like to live in this habitat Student will: Answer the exit card Resources: http://www.ontariowildflower.com/habitat.htm Wetland Characteristics Plants have to tolerate wet conditions Constantly wet soil Winter ice Problems associated with dispersing their seeds, and getting oxygen to their roots. The soil may be rich in organic material, but contains little mineral soil. The soil consists of mats of very acidic, semi-decayed vegetation, such as peat. These conditions are poor in nutrients such as nitrogen, calcium, and phosphorous.

10

Meadow Characteristics Characterized by a mix of grasses and wildflowers. The soil in this area consists of sandy loam - sand, clay, and organic material. Receive lots of sun and are open sites with good air circulation They are hot and become dry when rain is infrequent. Wildflowers adapt by having deep tap roots, both to compete with the grasses and to access water during periods of drought. The matting, tight-knit roots of the grasses, in combination with the deep roots of the wildflowers, combined to help keep weedy plants to a minimum.

11

12

Lesson Plan: Habitats of Manitoulin Island 2 Subject: Science Grade: 3 Total time 45 min Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSES Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Students to learn about the Alvar and Deciduous Woodland Habitats. Materials Required: Pictures of Alvar habitat Pictures of Deciduous woodland Habitat Flip chart paper and markers Pictures of the habitats and their characteristics on cards Exit cards Multimedia: None Engaging Question ( 5 mins time): Can you think of more habitats that grass would grown in ? Teacher will: Write this questions on the board and write down student responses. Student will: Raise hands to discuss the questions Exploration ( 10 mins time): Teacher will: Show pictures of and discuss the features Limestone Beach Habitat or Alvar (pictures are attached) Show pictures and discuss of Deciduous Woodland Habitat (Pictures attached) Student will: Discuss different features of the habitats Explanation ( 10 mins time): Play a matching game with the students. Have them match characteristics of the habitat to the pictures. Teacher will: Explain game to students: Split the class into two groups and give them both a set of cards and a list of characteristics. Students will need to match the characteristics to the picture. When finished raise your hands and the teacher will come check answers.

13 Student Will: Play the game in two groups. Expansion ( 10 mins time): Teacher will: Gather students back together and go over answers and discuss previous habitats. Student will: Listen to the teacher Evaluation ( 10 time): Teacher will: Give students exit card with the following question If I were I mustang I would like to live in this habitat Student will: Answer the exit card Resources: http://www.ontariowildflower.com/habitat.htm Alvar Habitat Characteristics Habitat is quite varied. It ranges between a transition zone into water to a transition zone into forest or meadow. May be a limestone pavement where all soil has been removed by wave action or it may be a sand beach Is a limestone plain that is covered with scattered vegetation Experiences extreme wet and dry conditions. Have their own unique flowering plants that tolerate or require the extreme variations in moisture, the cracks in the limestone bedrock, and soil that is rich in calcium, derived from the limestone rock

Forest

14 Wildflowers in this habitat flower early in the spring At the end of April to the beginning of May, this habitat is flooded by sunlight From June to September there are not many wildflowers because of the shade The soil is rich in organic material and leaf litter oil is generally moist because the soil retains moisture and the tree leaf cover keeps the sunlight from drying out the soil. Plants receive abundant sunlight in the spring and filtered light in the summer.

15 Lesson Plan: Re-creating a Manitoulin Island Habitat Subject: Science Grade: 3 Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSE Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Create a habitat Materials Required: 4 Mason jars Pictures of the 4 habitats Potting soil Rocks of varying sizes Water Limestone Multimedia: Smart board Engaging Question (5 mins time): How can we create a habitat? Teacher will: Have this question up on the smart board and discuss the answer with the students Student will: Participate in the discussion Exploration (time): Teacher will: Split class into four groups and give them one habitat to build. Wetlands, Alvar, Forest and Meadow. In groups, have them brainstorm on how they could create a habitat and write down their ideas. Student will: Write down brainstorming ideas on a piece of paper. Explanation (15 mins time): Teacher will: As a group, explain to students how they will be creating a habitat in a jar. Have these directions up on the smart board. Wetlands: Will fill their jar up with mostly water and a little bit of soil and keep the jar in sunlight. Alvar: Will put rocks in the bottom of their jar and a little bit of soil and not a lot of water and will be kept in sunlight Forest: Soil mixed with dead leaves and jar will be kept in the shade Meadow: Soil, kept in sunlight with regular watering. Student Will:

16 Listen to the directions Expansion (20 mins time): Teacher will: Have students sit in groups of four and provide them with the materials to make their habitats. While students are building their habitats circulate to make sure it is going well. Student will: Build their habitats in groups given their directions Evaluation (time): Teacher will: After students are finished, check over jars to ensure they have everything they need. Student will: Put jars in the classroom where they will get the right light for their habitat. Universal Design: If students are having problems following directions have a set of visual directions that show the order in which to make the habitats. Resources: http://www.ontariowildflower.com/manitoulin_limestone_beach.htm

17 Lesson Plan: Where do Plants Grow Best? Subject: Science Grade: 3 Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSE Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Predict which habitat grass will grow best in by learning what grass needs. Materials Required: 4 habitats that were made last day Grass seeds Pictures of Nodding Wild Rye and sample Cue Cards Multimedia: Smart Board and video: http://www.youtube.com/watch?v=R-HDYFJRqZk Engaging Question (time): Mustangs eat grass, in which habitat do you think grass would grow the best? Wetlands, Meadow, Alvar and Forest. Teacher will: Have this question up on the smart board and have students discuss it. Student will: Participate in discussion Exploration (time): Teacher will: Show students pictures of Nodding Wild Rye grass and a sample. This is the grass that mustangs like best. Split students into groups of four and give each group a picture of the grass. Tell students to write on the back things that the plants might need to live. Circulate to help students. Student will: Write what they think the plant needs to live on the back in groups. Explanation (time): Teacher will: Gather students together and show what plants need to live with the above video. Discuss the video with the students and write down the main elements that the plant needs to live. Student Will: Students watch video and discuss. Expansion (time): Teacher will: ask the students given all this information predict which habitat on Manitoulin island that grass would grow best in? Have a quick discussion. Student will Participate in the discussion Evaluation (time): Teacher will: Give students cue card and have students write down which habitat they choose and explain why. Student will: Write down their answer on the cue card and hand it in.

18 Resources: http://ontariograsses.com/main/species.php?id=3007

19

Lesson Plan: Plant Journal Subject: Science Grade: 3 Total time: 55 minutes Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSE Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Teaches students how to keep a plant journal Materials Required: Journals for students Sample journal entry on the smart board Pencil crayons Grown grass plant Grass seeds 4 habitat jars Multimedia: Smart board Engaging Question ( 5 mins time): How can we track how different habitats affect plant growth? Teacher will: Have this question up on the board and have students come up with answer. Student will: Participate in discussion Exploration ( 15 mins time): Teacher will: Show students grown grass plant and discuss all the things that need to be recorded when watching a plant grow. - height, how long it takes to get taller, color, how many Student will: Look at plant and come up with criteria. Explanation ( 10 mins time): Teacher will: Show students a sample plant journal entry and discuss what is missing and all the elements that are there. Student Will: Look at sample and participate in discussion Expansion ( 25 mins time): Teacher will: Have students get into their groups depending on which habitat they built. Have students plant their seeds and do their first plant journal entry. Circulate to ensure everyone is doing it. Student will: Plant seeds and do journal

20 Evaluation (time): Teacher will: Plant journals will be evaluated at then end unit. However should be looked at to ensure all the elements are there Student will: Hand in plant journals Resources: http://hilo.hawaii.edu/affiliates/prism/documents/Lesson3.2LifeCycleofBrassica.p df Universal design: If students struggle with writing

21 Lesson Plan: Creating a bar graph to determine results Subject: Bar graphs and plants Grade: 3 Total time: 85 mins Curricular Outcomes: 100-29 identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow NSE Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: make a bar graph to determine the results in which habitat the grass grew best. Materials Required: Flip chart paper and markers 4 habitat jars Multimedia: Smart board with examples of bar graph Engaging Question ( 10 mins time): How can we tell which habitat was best for the plant to grow in? Teacher will: Facilitate discussion on factors that determine successful plant growth. Height, Size, colour amount Student will: Participate in discussion Exploration ( 15 mins time): Teacher will: Bring all 4 jars to the front of the class and have students come up and write on a piece of paper which habitat they thought the plant grew best in. Tally the results and ask students how they knew which plant grew better? Student will: Students write on a piece of paper which plant they think grew best Explanation (20 mins time): ( Before class, measure all the plants and determine which grew better) Teacher will: Measure all the plants with the students help and graph the results on a bar graph either on chart paper or smart board. Discuss why this plant grew better. Student Will: Measure plants and help teacher create bar graph Expansion ( 15 mins time): Teacher will: Do another bar graph together of the tallest plant growth over time. Student will: Help teacher create bar graph. Evaluation ( 25 mins time): Teacher will: Have students make their own bar graph from the data they have collected in their plant journal with height of the plant and time. Circulate to help students. Student will: Create a bar graph to show results of the plant. Universal Design: Provide visual instructions for some students or a pre-labelled graph.

22 Resources: http://www.thinkscience.org/pdfs/HowtoMakeaBarGraph.pdf detailed instructions on how to make a bar graph. Give this to students as a reference. http://nces.ed.gov/NCESKIDS/createagraph/default.aspx?ID=6950092ffac149b1a1 2f50672a1160d6 Students can create an easy bar graph at this website.

Example of a bar graph

23 Lesson Plan: How Does Grass Grow Subject: Science Grade: 3 Curricular Outcomes: 100-30 Observe and describe changes that occur through the life cycle of a flowering plant. NSE Standards: Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. Objectives: Materials Required: - Timelapse grass video: https://www.youtube.com/watch?v=VZdi4fj-hWc - Government site: http://www.ontariowildflower.com/manitoulin_limestone_beach.htm - 3 Class cameras + USB cords - 6 Netbooks (1 per group) - paper, crayons, markers Engaging Question (10 minutes): Teacher will: How does grass grow? Record speculations on chart paper; document it in steps. Student will: Speculate as to how grass grows. Exploration (30 minutes): Teacher will: Show timelapse video. Students will: In groups of 3 students will choose a plant from this government site: http://www.ontariowildflower.com/manitoulin_limestone_beach.htm After having done some research they will create a series of images that represent the life cycle of said plant. Using the class cameras, take pictures of the pictures, upload them to students netbook so they can create their own timelapse video. Videos should be 50 seconds. When students are done their video, transfer the file onto teacher computer. Explanation (5 minutes): Teacher will: While students share, compile their videos. Student will: Share 1 interesting facts about your plant. Expansion (5 minutes): Teacher will: Play video. Student will: Watch video. Evaluation: Teacher will: review students timelapse videos to evaluate comprehension.

24 Offer feedback for groups. Video Checklist: - 50 seconds. - Contains a minimum of 10 images. - Accurately represents the life cycle of a plant. - Demonstrates student effort.

25 Lesson Plan: Life Cycle of a flowering plants Subject: Science Grade: 3 Curricular Outcomes: 100-30 observe and describe changes that occur through the life cycle of a flowering plant NSE Standards: Life Science Content Standard C K-4 the characteristics of organisms, Organisms and environments, life cycles of organisms Objectives: Learn the life cycle of he flowering plant. Materials Required: Photos of a plant lifecycle Photos of plant lifecycle out of order on the smart board Time line of plant growth Work sheet on labelling plan life cycle Multimedia: https://www.youtube.com/watch?v=-GgWRnUMAwM Photos on smart board Engaging Question ( 10 mins time): Show students picture of the White Aster flower found on Manitoulin Island As humans we grow up so what is a plants life like? Teacher will: Facilitate discussion and write it down on the board Student will: students will participate in the discussion Exploration (10 mins time): Teacher will: Show photos of plants a various stages in the lifecycle and have students try and put them in the right order. Pictures are attached Student will: Try and point plant stages in the right order Explanation ( 20 mins time): Teacher will: Show students correct order of the photos and discuss the different phases of plant growth and show video. https://www.youtube.com/watch?v=-GgWRnUMAwM Student Will: Listen to teacher and watch video Expansion (10 min time): Teacher will: Draw a timeline of plant growth on the board so students can see time. Student will: Help teacher draw timeline. Evaluation (time): Teacher will: Mark Time line Student will: Resources: http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/play/ http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages5_6/tr_growin g_plants_wk.shtml Pictures

26

Aster, Small white Flower: White, about 8 mm wide, 15-30 ray flowers; green-tipped bracts beneath heads; mostly clustered along one side of branches; August-October. Leaves: Stem leaves- 7-12 cm long, linear to lanceolate, untoothed; branch leaves- smaller. Stem: Smooth, slender, purpletinged; branched. Height: 60-150 cm. Other: There are many varieties of small flowered aster Picture of the Aster at various stages

27

28

29

30

31 Lesson Plan: Plants are Important to the Living Subject: Science Grade: 3 Curricular Outcomes: 102-12 describe ways in which plants are important to living things and the environment NSE Standards: Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environ- ments in which their needs can be met. The world has many different environ- ments, and distinct environments support the life of different types of organisms. Objectives: By observing and describing the natural world, students will understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light. Materials Required: Multimedia: Link 1: http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-doanimals-eat/ Link 2: https://www.youtube.com/watch?v=hwwQU8DBaY8 Engaging Question (15 minutes): Teacher will: Review: go over key terms from previous lessons, refer to cleavage board, talk about what Sorraia horses eat. Brainstorm: what do living things need to stay alive? What do you need? You pets? Plants? Record answers on chart paper (title: Living things) Brainstorm: Why do animals need to eat? What kinds of things do they eat? (Record answers on new paper) Student will: Participate in discussion. Exploration (15 minutes): Teacher will: play video. Students will: Watch link 1. Verify answers, add any new knowledge to chart. Discuss: Do all living things eat? Do plants eat? Explain that animals need to eat for energy; plants dont eat, but they still need energywhere do plants get their energy? Watch link 2.

32 Explanation (5 minutes): Teacher will: Review: Discuss what weve just covered. Student Will: Students should be able to reiterate that in order to survive, animals need air, water, food, and shelter (protection from predators and the environment); plants need air, water, nutrients, and light. Every organism has its own way of making sure its basic needs are met. Expansion (15 minutes): Teacher will: On the whiteboard write: Using words and pictures, explain what animals or plants need to survive. Student will: Record their thoughts in their science journals. Evaluation: Teacher will: Collect science journals to verify comprehension.

33 Lesson Plan: Valerie Diotte Subject: Science Lesson: The Lakeside Daisy: parts of a plant

Date: February 28th, 2014 Grade: 3

Required Materials: Multimedia: Link 1: http://www.mnr.gov.on.ca/en/Business/Species/2ColumnSubPage/MNR_SAR_LKSD_DSY_EN.ht ml Link 2: http://www.youtube.com/watch?v=hZdbJFmEFtY Curricular outcomes: Objectives: 100-28 Identify and describe parts of plants and their general function Time: 50 minutes x 2 ACTIVATION OF KNOWLEDGE (conceptualisation, anticipation, motivation) Teacher will: Students will: -Show students a picture of the Lakeside Daisy and explain that it is a small perennial plant on Manatoulin Island. It is an endangered species and protected by the Endangered Species Act. -Explain that the Lakeside Daisy has 1 to 10 flowering stems with a single flower per stem. The flowers are bright yellow in colour. -Have students watch the video on youtube teaching the parts of a flowering plant Link: http://www.youtube.com/watch?v=hZdbJFmEFtY -The teacher should then instruct students to draw a flower that they believe looks like the Lakeside Daisy. - The teacher will write out all of the different parts of a plant on the board that students should know (e.g. roots, stem, leaf, flower, seeds, and petal) and then instruct students to attempt to label the flower they drew. KNOWLEDGE ENHANCEMENT Teacher will The teacher will put students into partners (the teacher will chose the partners) The teacher will then provide each pair of students with a Students will: Put a bean seed in the soil in the CD case Participate in discussion on the Lakeside daisy Watch a video introducing the parts of a plant Draw and label a plant that resembles the Lakeside Daisy

34 clear CD case with a small amount of soil in the bottom (the hinge of the CD case should be at the top) Students will then be instructed to write their names on the CD case using a black glassware sharpie The teacher will then get the students to place a bean seed high in the soil and then tape the bottom of the CD case so that no soil spills and the roots do not grown out the bottom of the case The teacher will then instruct the students that they are to check their plant every two days and record their observations in their science journal through both drawings and short sentences Write their name on the CD case Water the soil Wait and check the case every two days Record observations in journal Draw and label parts of plant that can be seen

RECAP AND REFLECTION Teacher will: Teacher will have cut the cards apart (see appendix 1) Put students into pairs and hand out the plant part cards The teacher should instruct the students to play a memory game with the cards Instruct the students to take turns flipping over two cards at a time. If they flip over a plant part card and the matching function card the student gets to keep the two cards beside them (e.g. flip over leaves and contains chlorophyll). Tell students to continue until all of the cards have been claimed

Students will: Sit in pairs anywhere they would like in the classroom. Play the game of memory with the plant part cards The student with the most matching pairs at the end of the game wins

Extending the lesson: If students appear to have an adequate grasp of the material presented in this lesson a good activity would be to do the parts of a plant you can eat. - The teacher should make a chart with five columns on it (flower, stem, leaves, roots, seeds) - Students should then brainstorm (think-pair-share) ideas for each category and write down their thoughts on a mini whiteboard - Students will then provide the teacher with what they think belongs under each column (e.g. celery under stem). Evaluation : - Science journals will be collected at the end of each week to ensure that students are keeping record of any changes

35 Appendix 1

36 Subject: Science Lesson: Use of Plants: first nations use of plants on Manatoulin Island Required Materials: - Book Be a Friend to Trees by Patricia Lauber Multimedia: Link 1: http://www.zooaction.ca/forms/lessongrade3.pdf Link 2: http://www.nativetech.org/plantgath/plantgaht.htm Curricular outcomes: Objectives: To learn about the different uses of plants for humans, for other living things and for the environment SCO: 102-13 Identify parts of different plants that provide humans with useful products and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished Time: 50 minutes x 2 ACTIVATION OF KNOWLEDGE (conceptualisation, anticipation, motivation) Teacher will: Students will: Display various different objects around the room, some with plants in them and some without. Either individually or as a class, allow students to examine the objects and decide which are plant-related. Make sure there are some obvious ones (wood, fruit, and vegetables), some less obvious ones (clothing, rubber, or medicine), and some that dont use plants at all. Talk about the objects with the class, and make a list of all the different things that are made from plants. Ask if anyone can think of any other ways that we use plants (e.g., oxygen, enjoyment). Participate in discussion Help the teacher make a list of objects that are plant related Date: February 28th, 2014 Grade: 3

KNOWLEDGE ENHANCEMENT Teacher will: Read a story about an animal that uses plants for its home, for shelter/safety, for food. The book Be a Friend to Trees by Patricia Lauber would be good. At the end of the story, ask how plants were useful to the character in the story. How might plants be useful to humans? Get students to think-pair-share the answers to this question. Take the class outside to the playground. Ask students what

Students will: Listen to a story about the uses of plants Think-pair-share how plants might be useful to human

37 kinds of plants they can find and how they might be useful (to humans, animals, other plants, or the earth in general). RECAP AND REFLECTION Teacher will: Discuss with the students about the first nations population on Manatoulin Island. Tell them that the name of the place that they live on the Island is called the Wikwemikong Reserve. Explain that the Native population on the Island use plants for a wide variety of things; some different from what we would normally think to use them for. Have students brainstorm in pairs the ways in which they think the people of the Wikwemikong Reserve use plants on a regular basis. Have students share their thoughts on what the first nations population might use plants for, and what plants they think they would use. Provide students with examples of how the native population on Manatoulin Island might actually use plants. Examples of this might be burning sweetgrass and sage as a part of spiritual practices, using burdock as cough medicine and in soups, dogbane for medicine and to make mats and baskets, and sumac for both stomach pain and dying clothing (for more the teacher may examine http://www.nativetech.org/plantgath/plantgaht.htm) Instruct students to write a short entry about this discussion in their science journals. Students will: Brainstorm the uses of plants amongst the first nations population of Manatoulin Island. Share their ideas with the rest of the class. Write a journal entry on the discussion had during class.

Evaluation: Students would be responsible to create journal entry based on what they learned from discussions during this lesson.

38 Lesson Plan: Soil Erosion Subject: Science Grade: 3 Curricular Outcomes: Effects of moving water on different soils (100-39) NSE Standards: All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms. Objectives: Students will come to understand the effects of moving water on different types of soil and be able to explain the characteristics that make some soils stronger than others Materials Required: chart paper, markers, sheets Slip Sliding Away, soil samples, cafeteria trays, tubs, Multimedia: Total Time: 60 minutes Engaging Question (10 minutes): What effects does water have on soil? Teacher will: Write on chart paper Student will: Brainstorm ideas about what water can do to different parts of the land Exploration (10 minutes): Looking at Effects of Erosion Teacher will: Show images of a beach, mountains, hills, etc that have been affected by erosion. See attached images. Student will: Examine the pictures. What do you think happened in these places? Write down characteristics what is the same about these pictures? What is different? Explanation (15 minutes): Defining Erosion Teacher will: Define Erosion as: the gradual destruction of something by natural forces (such as water, wind, or ice): the process by which something is eroded or worm away. Lead discussion on each of the pictures and talk about what natural force caused erosion in each case. Student Will: Make a connection to what they have examined in the images to this new definition. Participate in discussion about the images and supply answers to questions such as which force caused this erosion? Why do you think erosion happened here? Expansion (10): Demonstration Teacher will: Have pre-prepared cafeteria trays, packed with soil samples. 1. Pack each erosion tray with soil 2. In one erosion tray, spread the leaves, sticks, grass, and rocks, leaving the other tray with just soil;

39 3. Carefully place one end of they trays in the plastic tubs, and support the other end (on a stack of books or wooden blocks); making sure the two trays are tilted at the same angle; Ask students what they notice about the two samples. 4. Sprinkle the same amount of water on each tray, allowing it to run over the soil and into the tubs at the end of each tray. Student will: Examine the tray samples and make a hypothesis about what will happen to each tray sample once water is poured over them. Students will come to understand that different types of soil, and the other components that make up a particular land, can make the soil stronger. Evaluation (15): Teacher will: Hand out Slip Sliding Away sheets. For further connection to the Manitoulin Island Mustangs, have students answer, What effects could the Mustangs of Manitoulin Island have on the land? Explain. Student will: Students will complete the reflection sheet about the demonstration. On White tray was more soil washed away? Why? Why would it be important to know this if you were building a house? As well, students will answer the question What effects could the Mustangs of Manitoulin Island have on the land? Explain.

40

41

42

43

44