Keyan Wu 10135555

Integrated Science Week Plan Overview Template

Description of the “big idea” or curricular theme that integrates the week plan (1 sentence):
The Big Idea is that plants and animals are interdependent on one another, and they have complex relationships within
their habitats. This connects to the Grade 4 overall expectations 1, 2, and 3 for the Habitats and Communities strand. We will
examine and analyze the interconnected nature of living things through charts and graphs, which also corresponds to the Grade 4
Math’s Data Management unit.

List of specific curriculum expectations for the week (science and 1 other subject area):

Science
 2.3 use scientific inquiry/research skills to investigate ways in which plants and animals in a community depend on features of
their habitat to meet important needs
 2.5 use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in
oral and written communication
 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of
purposes
 3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food,
water, air, space, and light)
 3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a
meadow or in a patch of forest
 3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
 3.6 identify animals that are carnivores, herbivores, or omnivores

Math
 collect data by conducting a survey or an experiment and record observations or measurements;
 collect and organize discrete primary data and display the data in charts, tables, and graphs that have appropriate titles, labels,
and scales that suit the range and distribution of the data, using a variety of tools.
 read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs.
 Outline overarching learning goals for the week (2-3 goals):
 I can understand and describe the elements of a habitat and its corresponding food web.
 I can conduct an inquiry on nearby habitats, and identify the plants and animals that make up that habitat.
 I can compare the different habitats and its inhabitants by collecting data and displaying it on a chart, table, and graph.
 I can accurately represent data on a chart with an appropriate title, label, and scale, using a variety of tools.

Description of summative (assessment of learning) assessment strategies for the week:

For the summative assessment, students are creating a promotional piece of media for a local habitat that they conducted an
inquiry on. They are to pretend that they are travel agents who are promoting their habitat for a week-long vacation. They can
create a video, pamphlet, or slideshow that highlights the key aspects of the habitat and why people should visit it. They should be
able to include at least two graphs that detail aspects of their habitat – this can include the types of living things that live there, the
temperature of the region over the course of a year, etc.

Integrated Science Week Plan Schedule:

Day Lesson Topic Learning Goals Instructional Strategies Assessment Strategies

1 Honey, I’m Home:  I can understand As an introduction to the topic, students will play a Assessment for learning:
Introduction to the difference game of Heads Up. They will each have a card KWHL chart, habitat activity.
Habitats between a habitat describing a habitat (pond, tall grass, rainforest, etc.), Through anecdotal notes
and a community. and they will have to guess the habitat by asking their and observations, the
 I can list classmates yes or no questions. teacher will be able to
examples of each. determine students’ prior
Students will follow by filling out KWHL charts about knowledge and build upon
Habitats in groups, and sharing their charts with the that for future lessons.
class.
Assessment as learning:
Students will watch a Crash Couse Kids video on students will complete an
habitats - https://www.youtube.com/watch? exit card, where they write
v=p15IrEuhYmo. down two things that they
The teacher will facilitate discussion about the video learned, and one that they
and fill in any gaps. They will emphasize the important are still wondering.
 aspects of a habitat: food, water, air, space, and light.

Students will get into groups, and each group will be

assigned a habitat. They are to brainstorm a list of
pants and animals that live in this habitat, and report
back to the class.

Students will complete an exit card on the lesson’s

activities and takeaways.

2 Lunch Time:  I can identify and Students will watch a Peekaboo Kidz video on the Food Assessment for learning: the
Understanding sort living beings Chain - https://www.youtube.com/watch? teacher can make notes and
Food Webs that are v=YuO4WB4SwCg. observations on the
consumers, The teacher will facilitate a discussion about students’ and their
producers, and consumers, producers, and decomposers, and their understanding of the
decomposers in a relationship to carnivores, omnivores, and herbivores – concepts. Which areas need
variety of what that means, and examples of animals that fit into more clarification? Does
habitats. the categories. there need to be another
 I can classify mini-lesson?
animals into Students will play a modified game of Rock, Paper,
carnivores, Scissors, called Consumers, Producers, and Assessment for learning: the
omnivores, and Decomposers. The consumer, or the Deer, beats the teacher will assess their
herbivores. producer, or the Grass, which beats the decomposer, group tally charts and
 I can represent or the Mushroom. The Mushroom beats the Deer. graphs for student
them on a tally understanding. The teacher
chart, and I can The class will use one of the habitats and the creatures will see which areas students
graph them on a living within it from the previous day and sort the living need more instruction on,
bar graph. beings into either consumers, producers, or and use it to guide future
decomposers using a tally chart on the board. Like in a lessons.
Bansho math lesson, the teacher will ask students to
explain the different ways they could represent the
information on a graph.

Students can work individually, in pairs, or in small

groups of three to complete this graphing activity.
 They can choose a pictograph, bar graph, pie chart,
etc. to graph the data.

Students are to display their work on the board and

explain why they chose the graph that they did. The
teacher will go over a bar graph and explain the
importance of labeled axis, a title, and appropriate
scale.
3 Picture Perfect:  I can conduct an The teacher will take the students outside for a nature Assessment for learning:
Documenting inquiry on a walk around the community and within the schoolyard. students demonstrate their
Habitats in our habitat in our Students will get into groups of 3-4, and they will use ability to co-create a simple
Local Community local community tablets or iPads to document any habitats that they bar graph on the board.
and document it see. Keep in mind that habitats can be large, like the Teacher takes note of their
using an iPad for whole neighbourhood, or small, like a burrow. They will familiarity with this graph
further be sure to take pictures up close and from afar of the format.
investigation. habitats. They will also make notes of what plants and
animals they observe, and the roles that they play in Assessment as learning:
the habitat. students’ reflections will
provide the teacher with
After arriving back into the classroom, students will insight into their students’
create a simple bar graph on the board using sticky thoughts. How did the
notes. The bar graph will ask how many habitats the students think the activity
students observed, and the students will place a sticky went? How did the students
note on the number that corresponds to them. apply what they learned in
class to the outdoors
As an exit ticket, students will write on a sticky note a activity?
reflection on what they observed.
4 Members of the  I can represent Students will get back into their groups, select one of Assessment as learning:
Community: and organize the the habitats that they documented the previous day, students will demonstrate
Graphing and information and break it down onto charts. They can organize their their ability to learn from
Comparing gathered on information on a piece of chart paper, or on the their mistakes and to fix any
Habitats yesterday’s website Wixie. They will first list out the plants and errors in their previous work.
journey on a tally animals in the community, and sort them into the
chart. categories of consumers, producers, and decomposers.
  I can reflect on The animals can be further sorted into carnivores, Assessment for learning:
my previous work omnivores, and herbivores. students will demonstrate
and self-assess. their ability to learn from the
 I can graph the The teacher will take the information obtained from the review session and their self-
information on a previous graphing exercise and use it to guide a mini- assessment.
bar graph, with lesson on graphs.
appropriate use of
the title, axis, and Students will review their graphs from Lesson 2 and
scale. self-assess on a checklist to see if it meets all of the
requirements for a graph.

The students will graph the information on a new bar

graph, and describe its significance. They will hand in
this graph for assessment.

5 There’s No Place  I can apply and For the final summative assessment, students are Assessment of learning:
Like Home: communicate the asked to select one of the habitats that they students are demonstrating
Promoting your data I collected in photographed and documented, and design a their knowledge of habitats,
Habitat the form of a promotional advertisement for it. They are travel consumers, producers, &
video, pamphlet, agents, and they are trying to encourage other people decomposers, carnivores,
or slideshow. to visit their habitat – they can create a video, omnivores, & herbivores (the
 I can express the pamphlet, or slideshow to promote it to their food webs), and
importance of classmates. representing data.
preserving and
maintaining Students are to include and categorize the different The teacher will assess using
habitats. living beings in their habitat, and the roles that they a rubric, and students will
play. They are to comment on the connectivity of the provide feedback on each
living beings, and how food webs link and connect other’s work.
their habitat’s inhabitants.

They are to include the pictures that they took, and

provide commentary on what is happening in the
pictures.

They are to include at least 2 graphs that describe the

 data that they collected, and comment on what the
data implies.

Science Lesson Plan Lesson #2 Teacher Candidate: Keyan Wu

Lesson Topic/Title: Lunch Time: Understanding Strand: Habitats and Time Needed: Date(s):
Food Webs Communities 80 min January 31, 2019
Grade(s): 4 (combined math and
science block)

Big Idea:
All living things are part of a food web, and they each play a role in the habitat.
CURRICULUM EXPECTATIONS and CODES
Overall Expectation(s): Specific Expectation(s): Differentiation Strategies / Inclusion
Science: Science: (Content, Process, Products, Environment)
 Expectation #3: demonstrate an  3.5 classify organisms,  Graphic
understanding of habitats and including humans, according to Organizers
communities and the relationships their role in a food chain (e.g.,  Auditory Cues
among the plants and animals that live producer, consumer,  Visual Cues
in them decomposer)  Movement
 3.6 identify animals that are  Vary Groupings
Math Grade 4: Data Management and carnivores, herbivores, or  Vary Materials
Probability omnivores  Provide
 collect and organize discrete primary CHOICE
data and display the data using charts Math:  Extra Practice
and graphs, including stem-and-leaf  collect and organize discrete  Extra Time
plots and double bar graphs; primary data and display the  Extension
data in charts, tables, and Activity (identify)
graphs that have appropriate
titles, labels, and scales that
suit the range and distribution
of the data, using a variety of
tools.
ASSESSMENT
 LEARNING GOAL(S)
In student friendly language, what do we want
students to be able to do to show they really
have this?
 I can classify living things according to
their role in a food web.
 I can examine a tally chart about the role
of living things and represent the data on a
graph.
SUCCESS CRITERIA
What will successful attainment of the
learning goal(s) looks like?
 I can sort living things from a variety
of habitats into the categories of
consumers, producers, and
decomposers.
 I can identify and sort animals into
the categories of carnivores,
omnivores, and herbivores, based on
their diet.
 I can read and understand the
information on a tally chart.
 I can use the data from the tally
chart to create a graph (bar graph,
pictograph, pie chart) with
appropriate titles, labels, and scale.
ASSESSMENT
Observation/Conversation/Product (Anecdotal Record,
Rating Scale, Checklist, Rubric, etc)
Assessment for learning: the teacher can make notes
and observations on the students’ and their
understanding of the concepts based on their
participation in the class activities. Which areas need
more clarification? Does there need to be another
mini-lesson?
Assessment for learning: the teacher will assess their
group graphs for student understanding. The teacher
will see which areas students need more instruction
on, and use it to guide future lessons.

SET UP & RESOURCES

Materials: Room Layout: (Consider Safety Considerations: Groupings:
 Laptop and projector. Tech)  Students will be walking  Students are to sit and work with their
 Dry-erase board with grid lines  Laptop and projector in around for the first 5 table groups, but they can choose to
and dry erase markers. the middle of the room. minutes, so they should break off into smaller groups if they wish.
 Chart paper for the students to  Students should be at be careful not to trip
create their graphs. their desks and able to over the projector cart
see the projector and and wires.
the board.
Resources for Students: Resources for Teacher:
Crash Course Kids  Grade 4 Hands-on Science and Technology by Jennifer Lawson
 Habitats: https://www.youtube.com/watch?v=p15IrEuhYmo  Open Questions for the Three-Part Lesson by Marian Small and Ryan
 Food Chains: https://www.youtube.com/watch?v=MuKs9o1s8h8 Tackaberry
 Food Webs: https://www.youtube.com/watch?v=Vtb3I8Vzlfg  Grade 4 The Ontario Curriculum Mathematics Exemplars:
 Drawing a Bar Graph: https://youtu.be/p4oOtkLvdGE
 The first three videos talk about content that has already been
learned by the students (Habitats) and content that students will
learn and apply in this lesson (Food Chains and Webs). The
CrashCourse Kids videos are engaging with their graphics and
sound effects, and are excellent resources for students to watch
again should they need a refresher. The last video reminds
students on how to draw a bar graph based on data from a T-
chart, and can be used to go over important elements of the
graph.
LESSON
thinking
ENGAGE: Activate prior knowledge, peak interest, and generate wonderings
 http://www.ontla.on.ca/library/repository/mon/5000/10305064.pdf
 The first two resources are excellent teacher guides for instruction.
They recommend ways to make Science and Math lessons engaging,
differentiated, and accessible for students. The last resource is the
curriculum Mathematics exemplars, which is a helpful assessment
tool for educators to accurately assess the grade level of their
students.
QUESTIONS & TALK OPPORTUNITIES
To generate and reveal student
What do you already know about the food web/chain?

Students will watch a YouTube video from Peekaboo Kidz about food webs. (10 min) Where have you learned this from? What are some
https://www.youtube.com/watch?v=YuO4WB4SwCg. resources that maybe you could recommend to your
 Students can share their prior knowledge and comment on what new concepts peers?
they have learned.
 Differentiated process - this colourful and informative video is a visual and auditory
way for students to understand the concept.

EXPLORE: Outline the steps involved in the teaching learning process

(focusing on concepts and skills)
Facilitate a discussion about food webs in habitats. Show images on the board and
draw diagrams for the webs. (10 min)
 In a habitat, each living thing plays a role. They are either a consumer, producer,
or decomposer.
 Consumers are animals that eat other organisms. They are further broken down
into three categories. Students can give examples of each.
o Carnivores are animals that only eat meat, or other animals. Examples are
lions, owls, and snakes.
o Omnivores are animals that eat both plants and animals. Examples are
Which living things do you think fit into each of these
categories?
If you don’t know, how could you find out?
What are some different ways that we can represent our
tally charts as graphs?
What are some aspects of a graph that we need to keep
in mind?
Which graph do you think is the most effective for
 bears, humans, and squirrels. representing this information?
o Herbivores are animals that eat only plants. Examples are rabbits, mice,
cows, and sheep.
 Students can learn from each other, and their classmates’ knowledge may help jog
their own prior knowledge.

Students will play a game of Consumers, Producers, and Decomposers, which is just a
modified version of Rock, Paper, Scissors. The Consumer, or the Deer, beats the
Producer, or the Grass, which beats the Decomposer, or the Mushroom. The
Mushroom beats the Deer, because it will eventually decompose and break down the
deer when it dies. This is a visual, kinesthetic, and hands-on way for students to
activate any prior knowledge and to introduce themselves to the topic of food webs
and the role of living things. (10 min)
 Differentiated content – this is a simple but effective way for students who learn
best by doing to grasp the content.

The class will examine one of the habitats from the previous class, and sort the living
beings in producers, consumers, and decomposers using a graphic organizer or tally
chart. If they are unfamiliar with or unsure about the classification of the organisms,
the class can use iPads or other means of research to find the answers. (10 min)
 Differentiated process – students can choose to sort their living beings on a piece
of paper using writing utensils, or they can choose to sort them on iPads or
Chromebooks.

The teacher will ask the students to make groups of 2-3 and find a way to represent
the data on a graph on a piece of chart paper. Students can use a bar graph, a
pictograph, a pie chart, etc. They have to explain why they chose the method that
they did, and why they think it is most effective. (25 min)
 Differentiated environment – the groups can choose to sit at their tables, work
together on the carpet, or in the hall where it is quieter.
EXPLAIN WITH EVIDENCE: Plan opportunities for communicating their Guiding Questions:
learning through consolidating, reflecting, and connecting.
Why did you use this type of graph? Why do you think it is
Students are to display their graphs on the board, and the teacher will ask questions the most effective? What does a good graph need? Why
and consolidate their knowledge/review of the different types of graphs. Students does a good graph need these things?
should also make comments and ask/answer questions about each other’s work.
The teacher will review the components of a good graph and the class will discuss why
it is important to have all of the components. (15 min)

Their charts will be examined by the teacher as a form of assessment for learning.
EXTEND: Connections to the Big Idea, prior learning, KEY VOCABULARY
new applications.  Consumers, producers, decomposers
 Carnivores, omnivores, herbivores
The graphs are a visual indicator of the different roles that  Axis, labels, title, scale
living things play in different habitats. Students can see and
comment on the ratio of consumers to decomposers, and how
that may differ in different habitats.
This also connects to their knowledge on creating graphs, and
can guide future lessons on collecting, sorting, and
representing data.
REFLECTION
POSSIBLE NEXT STEPS: OTHER WONDERINGS THAT SURFACED:
Students will conduct an inquiry on habitats in their local
community by going on a nature walk through the Are there any other ways that we can graph data?
neighbourhood and schoolyard. They will document their walk Do different sets of data require different graphs?
using pictures and anecdotal notes taken on iPads or tablets. How can we graph data digitally?

ACCOMODATIONS/DIFFERENTIATED INSTRUCTION
Students who are struggling with the content have a wide range of resources that are made available to them. They can learn about food webs by
watching the video, listening to and participating in class discussion, or by playing the game. Students who are struggling with organizing and
graphing data can choose to organize their data digitally, and can work in groups or pairs to graph in whichever graph format they feel most
comfortable with. Lastly, students can write down why they chose the method they did, or they can choose to explain it verbally through a
conference with the teacher.
Students who require some enrichment can be challenged to create their graphs digitally, using Microsoft Excel or Google Slides. They can watch
this video, which is simple and in student-friendly terms, to do so. https://www.youtube.com/watch?v=_Txpfyn4ipI They can also be asked to
create two different types of graphs, and compare how the graphs represent the data differently. Which one do they think is most effective and
why?

Works Cited

Barkley, B., Busato, L., Cainen, G., Cook, T., Edgar, G., Green, D.,…Worth, B. (2002). Math everywhere grade 4. Toronto, ON:
Harcourt Canada.

Lawson, J. Hands-on science and technology, grade 4 an inquiry approach. Winnipeg, MN: Portage & Main Press.

Small, M., & Tackaberry, R. (2018). Open questions for the three-part lesson. Oakville, ON: Rubicon Publishing.

Ontario Ministry of Education. (2008). A guide to effective instruction in mathematics: Data management and probability, grades 4
to 6. Retrieved from https://oame.on.ca/eduproject/ontariomathedresources/files/Data%20Management%20Probability
%204-6.pdf

Ontario Ministry of Education. (2005). Mathematics. Retrieved from

http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf.

Ontario Ministry of Education. (2007). Science and technology. Retrieved from

http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf.

Ontario Teachers’ Federation. (2015). Exploring mathematics through problem-solving and student voice. Retrieved from
https://www.otffeo.on.ca/wp-content/uploads/sites/2/2015/05/Grade-4-Three-Part-Lessons.pdf.
Ontario Teachers’ Federation. (2012). Grade 4 habitats and communities activities. Retrieved from https://www.otffeo.on.ca/wp-
content/uploads/sites/2/2014/05/Grade-4-Lessons-Habitats.pdf.

Integrated Science Assignment Assessment Rubric

Criteria Advanced Developing Beginner Incomplete

Integration of Outstanding integration Good integration of Some integration of Curriculum expectations

Science of curriculum curriculum expectations curriculum expectations from science and at least
Expectations expectations from science from science and at least from science and at least one other subject area do
and Instruction and at least one other one other subject area; one other subject area; integrate logically or are
/10 subject area; superior good understanding of some understanding of not present; lacks
demonstration of science instruction. science instruction. understanding of science
understanding of science instruction.
instruction.
Constructive Outstanding alignment of Good alignment of learning Some alignment of learning Learning goals,
Alignment learning goals, goals, instructional goals, instructional instructional strategies, and
/10 instructional strategies, strategies, and strategies, and assessments in the week
and assessments assessments demonstrated assessments demonstrated plan overview and/or
demonstrated in the week in the week plan overview in the week plan overview sample lesson plan do not
plan overview and sample and sample lesson plan. and sample lesson plan. align.
lesson plan.
Sample Lesson Outstanding lesson plan Good lesson plan that Lesson plan has superficial Lesson plan lacks science
Plan that would promote would promote students’ science and/or cross- and/or cross-curricular
/10 students’ science science conceptual curricular connections; connections; does not
conceptual understanding understanding through addresses only a few of the adequately address lesson
through meaningful cross-curricular lesson plan components plan components.
cross-curricular connections; addresses all cohesively.
connections; addresses lesson plan components
all lesson plan with cohesiveness.
components with a high
degree of cohesiveness.
Communicatio Presents and articulates Presents and articulates Presents and articulates Presents ideas with little
n of Ideas ideas with exceptional ideas with clarity; ideas with some clarity; clarity; components are not
/10 clarity; addresses all addresses all assignment addresses some well addressed.
assignment components components with assignment components
with a high degree of coherence. with coherence.
coherence.