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WETLANDS
Grade4UNITPLAN

CeliaMacDougall,BreeReinhart,JenniferHutchison,KaitlynBell

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ThisgradefourclassisinaschoolinFredericton.Theschoolvaluesscienceand
mathematics,sothoseblocksarelongerthanmostschools.Theclassconsistsofanalmost
equalamountofmalesandfemales.Thisclasshastwostudentswithexceptionalities.One
withdysgraphiaandonedyslexia.ThesestudentshaveanEAavailabletothem.These
studentsexceptionalitiesdontholdthemback,theymeetandexceedexpectationsalong
withtheotherstudents.Thestudentsareengagedandenthusiasticaboutscience.Thisunit
isgoingtobetaughtinthespring/summermonths.Thisunitistobetaughtforunderstanding,
ifthelessondoesn'tfitintooneblockthenitwillbecontinuedthenextday.Thisisathematic
unitthatismeanttobeintegratedintoallsubjects.Thisunitwilltake34weeks.

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Grade4Science:LifeSciencesHabitats

WetlandFieldTrip:IntroductiontoWetlands

NBCurriculumOutcomes

3021identifyavarietyoflocalandregionalhabitatsandtheirassociatedpopulations
ofplantsandanimals
2055makeobservationsandcollectinformationrelevanttoagivenquestionorproblem

NGSSStandards
Constructanargumentthatplantsandanimalshaveinternalandexternalstructures
thatfunctiontosupportsurvival,growth,behavior,andreproduction
Useamodeltodescribethatanimalsreceivedifferenttypesofinformationthrough
theirsenses,processtheinformationintheirbrain,andrespondtotheinformationin
differentways

ObjectiveandPurpose
ThestudentswillhavethechancetovisittheTantramarWetlandsCentre.Itisanaward
winningCentreofExcellenceinWetlandEducationthatpresentswetlandeducation
programmingtomorethan4200visitorsannually.Itistheperfectplaceforstudentsto
begintheirexplorationwithwetlands.

Time9:00am12:00pm

Childrenpriorknowledgeandmisconceptions:

Somechildrenmayhaveneverbeentoawetlandbeforeandthereforemaynot
knowanythingaboutwhereyouaretakingthem(thestudentsmaynotknowhowto
dressetc.)
StudentsmaynotknowthatwehavewetlandsinFredericton,NB
Studentsmaynotknowthatmanyofthethingswedohaveadirectresultin
harmingthewetlands
Studentsmaythinkthatwetlandsarejustwastelandsfilledwithdisease,unpleasant
odors,flies,andmosquitoes

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Engagement:
Materials:
Teacherhastopreparethefieldtripwiththeschooladministration(bus,money,etc.)
Theclassshouldhavesignedpermissionslips
Checklistsofincludingnames,allergies,andemergencycontactsprepared

Procedure:
Attheverystartoftheunitthestudentswillhaveachancetolookatthe
bulletinboardanddiscoverycentertheteachercreated(Figure1)
Afterthestudentshaveachancetoexploreaskthestudentswhattheyknow
aboutwetlandsandiftheyhaveeverbeentoawetland.
Then,beforegoingonthetripstudentswilllearnabitabouttheTantramar
WetlandsCentrebyexploringthewebsite.

Exploration:
Safety:
Makesurestudentswearappropriateclothes(boots,jacketorlongsleevesshirtfor
mosquitos,gloves,sunscreenetc.)
Materials:
Bustotransportstudents
EachteachershouldhaveaFirstAidKit
Checklistsofincludingnames,allergies,andemergencycontacts

Procedure:

OncethestudentsarriveonthebusthestudentswilltakepartintheProgram:
WetlandsThroughWaterfowlThe2hourprogrambeginsinourwetlabwitha
colorfulintroductiontoNewBrunswickswaterfowlandadiscussionofsome
keyconservationissuesrelatingtowaterfowlasaresource.Followingthis
session,studentswillhavetheopportunitytopracticetheiridentificationskillsin
theCenters40acrefreshwatermarshlocatedimmediatelyadjacenttothelab.
Akeycomponentofthefieldsessioninthefallwillbeawaterfowlbanding
demonstrationduringwhichthevisitingstudentswillbeinvitedtoparticipatein
thehandling,bandingandreleaseoflivebirds.
Teacherwillbemonitoringtheclasstheentiretimewhilethesessionisgoing
on
Thestudentswillthenbusbacktoschoolintimeforlunch

Explanation:
Whenbackintheclassroom,studentsandteacherwillhaveaclassdiscussion
aboutwhattheyhavelearned.
Studentswillwriteabouttheirfavoritepartofthefieldtripanddrawapictureto
accompanyit.Theteacherwillplacetheseuparoundtheclassroom.

Elaboration:
Tofollowuponthefieldtrip
WetlandsThroughWaterfowlthestudentscould
takeatriptothecomputerlabwheretheycanbecomeDuckDetectivesat
http://www.ducks.ca/education/duckdetectives/wherethestudentsgetbanded
(Figure2)justasthewaterfowldidduringthefieldtrip.
Thestudentscanresearchtheduckthattheyareandwriteasmallstatement
aboutwhattheyhavelearnedaboutthatduck.Theywillthenstickthatfactto
theDuckDetectivesPoster(Figure3)

Evaluation
Asthisisjustanintroductoryactivitytotheunittheteacherthroughoutthelessonwill
observethestudents.Theteacherwilldeterminewherethestudentsareintheir
learningaboutwetlandssotheycanadapttheirfuturelessonsontheunitaccordingly.

Accommodations
Dyslexia:Theywillbeinagroupandhavepartnertoassistthemwiththereading.

Dysgraphia:Theycanproduceashortvideooftheirobservationofthefieldtrip,
insteadoffillingtheworksheet.Thestudentcanreporttheirobservationwhile
someoneintheirgrouprecordstheirinformation.

Figure1:WetlandsBulletinBoardandDiscoveryCentre

Figure2:Studentswillbandthemselveswiththeseduckdetectivewristbands.

Figure3:Theposterwherestudentsplacetheirduckdetectiveresults.

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Grade4Science:LifeSciencesHabitats

FoodChaininaWetland

NBCurriculumOutcomes
3023classifyorganismsaccordingtotheirroleinafoodchain
1046demonstratethatspecificterminologyisusedinscienceandtechnology
contexts
20510constructandusedevicesforaspecificpurpose
2061classifyaccordingtoseveralattributesandcreateachartordiagramthatshows
themethodofclassification
2072communicateproceduresandresults,usinglists,notesinpointform,sentences,
charts,graphs,drawings,andorallanguage

NGSSStandards(PerformanceStandard)
Constructanargumentthatsomeanimalsformgroupsthathelpmemberssurvive
Usemodelstodescribethatthatenergyinanimalsfood(usedforbodyrepair,growth,
motion,andtomaintainbodywarmth)wasonceenergyfromthesun

Time:2hours

Childrenspriorknowledgeandmisconceptions:
Studentsshouldbeawareofthebasicneedsofanimalsregardlessofthehabitat,
food,water,andshelter.Childrenmayunderstandafoodchaintobealinear
relationshipandmaynotviewitasaninterconnectedweb.Studentsmayalsobe
unawarethatthefoodchainislinked(circle)throughdecomposersandproducers.
Specificterminologywillbeintroduced:producers,consumers,decomposers,
predator,prey.

EngagingQuestion:Whatorganismsarefoundinawetland?
Whatisafoodchain?
Materials:Wetlandsbulletinboard,iPad,chart/posterpaper,markers

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Procedure:
Studentswilldiscusswhatorganismsarefoundinawetland,theycanrefertothe
bulletinboardforspecificexamples.Theyshouldclassifytheirorganismsintoplants
andanimals.
Createalistasanentireclassofthepossibilities.

Reviewterminology:
Producer:
Plantsthatcancreatetheirownfoodthroughphotosynthesis.
PrimaryConsumer:Animalsthatcannotmaketheirownfoodsotheyneedtoconsume
otherplants/animals.
SecondaryConsumer:Animalsthatconsumetheprimaryconsumer,etc.
Consumersincludeherbivores,carnivores,andomnivores.
Decomposer:Bacteriaandfungithateatdecayingmatterreleasenutrientsand
mineralsaltsbackintothesoilandisusedbyplants.

Modelanexampleofafoodchainusingthecorrectterminologyratherthanspecific
examples.Seeexamplebelow.
Havestudentsintheirtablegroupscreatetheirownmodelchartonchart/poster
paper.

Toensurestudentsunderstandtheproperterminologyhavestudentsworkattheir
tablegroupsontheclassiPadstoplayanonlinegame.Thegamewillensurethat
studentscandifferentiatebetweenproducers,consumers,anddecomposers.
Game1:
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producerscon
sumers.htm

Exploration:MakingFoodChains/Webs
Materials:Yarn,chat/posterpaper,markers,iPads

Procedure:
1) Havestudentschooseananimalorplantfromthewetlandsbulletinboard.
Studentscanalsoselectanorganismthatisnotonthebulletinboardbutwould
fitintoawetlandhabitat.
2) Havestudentsstandupandformacirclearoundtheclassroom.
3) Teacherholdstheballofyarnsaysthattheyarethesunandthattheyare
givingthenecessaryenergyfortheplantstogrowandproduceenergy.Ask
whichstudentswouldbethenextonthefoodchainbasedontheirneedforthe
sun(producers).Throwtheballofyarntothatstudentandtheysaywhattheir
organismis.Theythenthrowtheyarntoallthestudentsthatareproducers.

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4) Oncealltheproducersareholdingtheirpieceofyarntheythenaskwhowould
betheprimaryconsumers.Andtheactivitygoesonuntilallthestudentsare
holdingapieceoftheyarn.
5) Ifnostudentsaystheyareadecomposer,theteachercanpromptthemorfit
intothisrole.
6) Havestudentslookattheweb,reflectandmakecommentsabouthowitisnot
justalinearrelationshipbutratheraninterdependentweb.

Intheirtablegroupsstudentswillplayasecondsimulationcomputergame:
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Afterpracticingtheonlinegamestudents(ingroups)cancreateaposterthatfitswith
themodelproducedintheengagingactivityusingspecificexamplesoforganisms
foundinawetland,theseorganismswouldbetheirchoiceandtheycouldrefertothe
wetlandsbulletinboard.
Theseposterswillbedisplayedintheclassroom.

Explanation:
Studentswillgiveashortpresentationoftheirtwopostersandexplaintheconnection
betweenthetwo(i.e.whatorganismtheychosetobeproducers/
consumers/decomposers)..Thiswillbeaninformalpresentationjustsothatstudents
arecommunicatingtheirchartsinwordstotheirclassmates.Thisshowswhetherthey
haveanunderstandingofthetopicornot.

Elaboration:
Studentscanelaborateontheirlearningbycreatingfoodwebsratherthanjustfood
chainsintheircharts.Theycanalsolookuptheorganismsonlineandbecomemore
familiarwithdefiningattributesabouttheorganisms.Theycanalsousetheenrichment
centretoexpandtheiroverallunderstandingofawetland.

Evaluation
Theassessmentwilltakeplacethroughoutthelesson,theteacherwillobserveand
takenotesofcommonmisconceptionsandanymaterialthatneedstoberetaught.The
teacherwillmakenotesbasedonunderstandingoftheconceptsputontheposters.

Accommodations

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Dyslexia&dysgraphiathelessonisuniversallydesignedinordertoaccommodateall
students.Thelessonishandsonandinteractive.Studentswhohavetroubleputting
theirideasonpapercanorallyexplaintheirthoughtprocessandhaveothergroup
membersputthemonpaper.Thestudentswhohaveadifficulttimereadingthe
computergamecouldhaveagroupmemberreadthequestionoutloudandthe
optionstotherestoftheirgroupmembers.

Figure1:Anchorflowchartonpartsonafoodchain

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Grade4Science:LifeSciencesHabitats

StructuralFeaturesofaPlants

NBCurriculumOutcomes
3002comparethestructuralfeaturesofplantsthatenablethemtothriveindifferent
kindsofplaces
20510constructandusedevicesforaspecificpurpose
1046demonstratethatspecificterminologyisusedinscienceandtechnology
contexts
1051identifyexamplesofscientificquestionsandtechnologicalproblemsthatare
currentlybeingstudied
1083describehowpersonalactionshelpconservenaturalresourcesandcarefor
livingthingsandtheirhabitats
2043stateapredictionandahypothesisbasedonanobservedpatternofevents
2051carryoutprocedurestoexploreagivenproblemandtoensureafairtestofa
proposedideabycontrollingmajorvariables
2055makeobservationsandcollectinformationrelevanttoagivenquestionor
problem
2055makeobservationsandcollectinformationrelevanttoagivenquestionor
problem

2072communicateproceduresandresults,usinglists,notesinpointform,sentences,
charts,graphs,drawings,andorallanguage

NGSSStandards(PerformanceStandard)
Constructanargumentthatsomeanimalsformgroupsthathelpmemberssurvive
Usemodelstodescribethatthatenergyinanimalsfood(usedforbodyrepair,growth,
motion,andtomaintainbodywarmth)wasonceenergyfromthesun.

Time:Lessontakes1hourbuttheplantgrowthcanbeobservedoveramonthspan.

Childrenpriorknowledgeandmisconceptions:
Studentsshouldbeawareofthepartsofaplant(partofthegrade3curriculum).
Studentsmaybeunawareoftheeffectsplantshaveinawetlandsystemonpurifying
water.Wetlandsareanaturalwatertreatmentcenterbutstudentsmaythinkofthem
asdirtyplacethatareawasteland.

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EngagingQuestion:
Procedure:
Askstudentstolistthepartsofaplantanddescribeeachfeaturesroleinthe
developmentoftheplant.Studentscandrawapicturetohelpwiththeirexplanation.

Engageinaclassdiscussionensuringthateverystudentknowsthepartsofplants.
Root,Stem,Flower,Seed

Createadiagramofaplanttogetherasaclassandlabelthe4abovementionedparts.

Exploration:
Materials:3onelitrebottles,a2x4board,hotgluegun,scissors,soil,string,twigs,
bark,leaves,deadroots,plantseeds,3bottomhalvesof1litrebottles.

Procedure:
1) Havestudentsmakepredictionsabouttheroleofplantsinawetland.
2) Setuptheexperimentasaclass,cutthetops(vertically)offthebottles,cutthe
bottoms(horizontally)offtheother3bottlesandattachastringaroundthemso
thattheycanhang.Usethehotglueguntoattachthebottlestothe2x4board.
3) Fillallthreebottleswithsoil.Addthedebristoonebottle,Planttheseedstoa
differentbottleandthenleavethe3rdbottleempty.
4) Allowtheplantstimetogrow(byputtingthecoverbackonitactsasa
greenhouseandspeedstheprocessup).
5) Pourthesameamountofwaterintoall3bottlesandobservethequalityof
waterthatdrainsoutintotheotherbottles.
6) Studentswillobservethatthewaterfromthebottlewiththeplantsismuch
cleanerthanthewaterfromtheother2containers.
7) Thecontainerwiththedebrisalsohascleanerwaterthantheonewithonlysoil.

Explanation:
Havestudentsrecordtheirfindingsandcreateagraphexpressingthedifferences
betweenthewaterqualitiesoveraperiodoftime.
Studentsshouldhypothesizeastowhythishappensandwhatimplicationsthishason
awetland.(Touchontopicssuchassustainability,howwemustpreservewetlandsas
theyareanaturaltreatmentcentre).

Elaboration:

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Studentsshouldcreateanargumentastowhyitisimportanttopreservewetlandsand
theeffectsofplantsonwatertreatment.Theycouldpresentthismaterialhoweverthey
wish(debate,creativeskit,song,oralpresentation)

Evaluation
Studentswillbeobservedduringthelesson.Thislessonisformativeandtheteachers
roleistofacilitatetheirlearninganddiscovery.Thislessonismeanttobe
discoverybasedandtheteacherfacilitatestheirlearningtoensurethattheyareonthe
righttrackandredirectthemifnecessary.

Accommodations
Dyslexia&DysgraphiaThislessonisuniversallydesignedandasitisa
discoverybasedexplorationstudentswithdyslexiaanddysgraphiashouldnotbe
affected.Iftheyarehavingtroubletheteachercanprovidethepromptsoradditional
supportsthattheymayneed.Theyalsoalwayshavethesupportoftheirpeers.

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Figure2:Examplesofwhattheprojectwilllooklike
http://www.lapappadolce.net/62esperimentiscientificilimportanzadelverde/

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Grade4Science:LifeSciencesHabitats
AnimalsThatLiveaWetland

NBCurriculumOutcomes
STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious
animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals
thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflecton
theirthoughts,ideas,feelings,andexperiences.
2.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious
animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals

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thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflectontheir
thoughts,ideas,feelings,andexperiences.
2.Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

NGSSStandards
Constructanargumentthatplantsandanimalshaveinternalandexternalstructuresthat
functiontosupportsurvival,growth,behavior,andreproduction
Useamodeltodescribethatanimalsreceivedifferenttypesofinformationthrough
theirsenses,processtheinformationintheirbrain,andrespondtotheinformationin
differentways

Childrenspriorknowledgeandmisconceptions:
Studentsmaynotbeawarethatanimalshavebasicneedsliketheydo.Theymayalso
haveamisconstruedvisionofwhatbasicneedsare.

Time:1hour

EngagingQuestion
Whatarebasicneeds?
MaterialsNeeded:

TeacherIntroductionExplorationPhase:ClassActivity
BlankpaperPlaygroundorclassroom
PencilsWhiteboardandMarker

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ScienceJournals
iPads
Habitatshandout
Netbooks

Exploration
TeacherIntroduction:
AskstudentsWhatdoyouneedtosurvive?ThinkPairShare:Pairstudentsupandhave
thembrainstormwithawordwebonablankpieceofpaper.Thenhaveaclassdiscussion
aboutwhattheycameupwith.Extendtheirthinkingbyasking,Doanimalsneedthesame
thingstosurvive?ArethereanyanimalsthatliveinaWetlandthatsharethesamebasicneeds
ashumans?Haveaclassdiscussionbasedontheiranswers.
*Beawarewhencomparinganimalneeds/habitatstohumans.Somestudentsmaybesensitive
becauseoflowSES

Activity:
Ifweatherpermittingtakestudentsouttotheplayground.
Dividestudentsintotwogroups(threequartersofthestudentsinonegroup,andonequarterin
theother).Marktwoparallellinesonthegroundorfloor918mapart.Haveeachgroupline
upbehindoneline.Thesmallergroupbecomesthedeerandthelargergroupthehabitat.
Foreachround,eachdeerdecideswhichcomponentofhabitatitwillrequire(exceptspace)
anditmakestheappropriatesign.Oncethesignforaroundhasbeendecideditcantbe
changeduntilthenextround.
Signsinclude:
Food:clamphandsoverthestomach
Water:puthandsovermouth
Shelter:holdhandstogetheroverhead
Eachstudentinthehabitatgroupalsodecidesonacomponentfortheroundusingthesame
signsasthedeer.Eachroundstartswiththedeerfacingawayfromthehabitatgroup.
Everyonedecidesonhisorhersign.Onasignalfromtheteacher,eachdeerstudentturnsto
facethehabitatgroupandrunsovertotakethehandofastudentwiththematchinghabitat
componentsign.Thedeerbringthehabitatstudentsbacktothedeerline,indicatingthey
successfullyobtainedwhattheyneeded.Anydeerthatcannotacquirethehabitatcomponent
theyneeddieandjointhehabitatgroup.
Repeatfor1015rounds,keepingtrackofthedeerpopulationnumbers.Whilethegameis
goingonteacherwritestheresultsontheboard,witheachroundrepresentingoneyear.

Explanation
Habitatiswheretheanimalorplantlivesandisabletomeetitsbasicneeds.Habitat
componentsincludefood,water,abilitytoreproduceandshelter.Elaborateonabilityto

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reproducebecauseitwasntinvolvedintheactivity.
Ahabitatcanbeassmallasapuddle,oraslargeasaforest.

Reflectonthegameandtheresultsontheboard.Whatdostudentsthink?Whathappensifour
basicneedsarentavailable?Classdiscussiononquestions,withregardstothegame.
Intheirsciencejournalsstudentsaretoanswerthefollowingquestions:(whichwillbewritten
ontheboard)
1.Whatdoesananimalneedinitshabitatinordertosurvive?
2.WhatdidyoulearnfromtheDeerandHabitatactivity?
3.Lookforidentificationofthecomponentsofananimalhabitat:
Food
Water
Shelter
Abilitytoreproduce
Whathappenswhenthereisashortageorabsenceofoneofthecomponents?
*Answersincompletesentences.
Havestudentspassintheirjournalswhenfinished.

Enrichment:
Intheirsciencejournals(graphpapertobeprovided)studentsgraphresultsfromthegameand
suggestexplanationsforpatternsindata

Activity2:
Studentsselectoneanimalthatlivesinalocalorregionalfreshwaterwetlandandinvestigate
theiranimaltodeterminethepartsofthehabitatonwhichtheydepend.Eachstudentwillbe
providedwithaNetbook,aswellastheclassroomlibraryisavailable.
*StudentscanrefertotheWetlandsbulletinboardiftheyneedhelpdrawingtheirwetland
Teachershowsmodel:
DrawsaMallardandwetlandonboard.
Food:Mallardseatbeetles,flies,dragonflies,worms,manyvarietiesofseedsandplantlife.
Allofthisisfoundinwetlands.

Shelter:Needaplacethatiswellconcealed,inaccessibletogroundpredators,orhavefew
predatorsnearbyfortheirnests.

Water:Theypreferwaterthatis1metreorless.Theyareattractedtobodiesofwaterwith
aquaticvegetation.

Elaboration
Review:Whatdomostanimalsneedtosurvive?Whathappensiftheycantgetoneormoreof
theirbasicneeds?

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Explaintostudents:Nowthatweknowwhatanimalsneedtosurvive,nextclasswewilllook
athowanimalssurviveintheirwetlandhabitat.

Evaluation
Observations,conversationsandquestioningareinformaltypesofformativeassessmentthat
willtakeplacethroughouttheclass.Studentswillalsobeassessedontheirsciencejournal(or
videoresponses),andhandoutfromactivity2.

Accommodation
Insteadofwritingtheanswerstothesequestionsinajournalstudentswithdysgraphiaand
dyslexiawillusetheclassiPadtovideothereresponse.EAwillreadquestionstothestudent.
Teacherwillassesstheanswersgivenintheirresponsevideo.

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Date:____________________Name:_______________________

WhatdoIneed?
Drawtheanimalinthewetland:

Whatdoesyouranimaldependonthatisinthehabitat?Describeeach.

Food:

Shelter:

Water:

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Grade4Science:LifeSciencesHabitats
AnimalSurvival

NBCurriculumOutcomes
STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious
animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals
thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflecton
theirthoughts,ideas,feelings,andexperiences.
2.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

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ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious
animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals
thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.1.Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflecton
theirthoughts,ideas,feelings,andexperiences.
2.Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

NGSSStandards
Constructanargumentthatplantsandanimalshaveinternalandexternalstructuresthat
functiontosupportsurvival,growth,behavior,andreproduction
Useamodeltodescribethatanimalsreceivedifferenttypesofinformationthrough
theirsenses,processtheinformationintheirbrain,andrespondtotheinformationin
differentways

Childrenspriorknowledgeandmisconceptions:
Studentsmaynotbeawarethatanimalslookthewaytheydoinordertosurvive.

Time:1hour

EngagingQuestion
Whatexternalfeaturesandbehavioralpatternsof
animalsthathelpsthemthriveintheirhabitat?

MaterialsNeeded:

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TeacherIntroductionExplorationPhase:ClassActivity
Snails(5)Classroomlibrary
CreateaCreatureHandout
Coloringmaterials

Exploration
TeacherIntroduction:
Teacherdividesstudentsinto5groups.Thereare4studentsineachgroup.Giveeachgroupa
snail.Directstudentstoobservethesnailswithouttouchinganddisturbthem.
Teacherasksstudentsquestionregardingtothesnailaftertheobservation.
Askstudents:
1Whatanimalisthis?
2.Isitdifferentfromotheranimals?Whydoesitsospecial?
3.Whatdoyouthinktheshellwillfeellike?
4.Whytheshellisimportanttosnail?

Expectedresponses:
1.Thisisasnail.
2.Yes,ithasashellonitsbody.
3.Itishardandstrong.
4.Itprotectsthesnail.

Teacherleadsstudentstotheexplanationofexternalfeaturesofanimalduringthediscussion.
Explaintostudents:whatexternalfeaturesmeansinregardstoanimals.Howananimal
adjustsorchangestolivehowandwheretheydo.AnimalFeatures:duckswebbedfeetand
waterprooffeathershelpthemdiveforfoodinthewetland.Frogscancamouflagethemselves
inthewaterbecauseoftheircolor.Askstudents:howdoyousurvivewhenitrains?Thats
howweadjust.

Introducenextconcept:Whathappensifananimalscamouflagedoesnthelpithide?

Explaintostudentswhatbehavioralpatternsofanimalsmeans.(ie.defensivestructures,body
movements,andbehaviors)Askstudentsiftheyadefensivestructurethatanimalsmighthave.
Prompt:whatdothemilitarywear?Why?

Explainontheboard:
Robin
SeasonalBehaviormigratestoawarmerplace
ObtainsFoodbysearchingthegroundforworms
AvoidsEnemiesbyflyingaway

Makeconnections:Ifthosearehisbehavioraladaption,whatarethephysicalones?

26

(ie.Wingssohecanfly,pointybeaksohecanpeaktheground)
Askthestudentstoprovidesomeotherexamples.
Otherexamples:
Froglongtonguetocatchflies.
Leechsuckermouthsbecausetheydonthavearmsorlegstoholdonwith

Activity:CreateaCreature!
Explaintostudentsthattheyneedtoconsider:howthisanimalisgoingtostaywarmorcool,
whatitisgoingtoeat,howitisgoingtogetitsfoodandwater,andhowitisgoingtocarefor
itsyoungtomakesuretheysurvive.YouranimalmustFITINTOtheexistingfoodchainit
cannotbetheultimatepredator(theonewhichcaneateverythingelseandnothingcaneatit).

Whatdoesitlooklike?
Whatdoesiteat?
Howwillitcatch/getfoodandwater?
Howwillitkeepwarm/cool
Wherewillitshelter?
Howwillitprotect/defenditselffromattackers?
Studentscangetideasfromwetlandbulletinboardoranyresourcesfromclassroomlibrary.
SeeApendixBforstudenthandout
Explanation
Teachermodelstotheclasswhatassignmentshouldlooklike.Drawcreatureontheboard.
Whatdoesitlooklike?
Mycreatureisfatandhairy.Hehasshortarms,mediumlonglegs.Hehaswebbedtoessohe
canswimfast.
Whatdoesiteat?Heeatscattails,frogs,rabbits,dragonfliesandduckeggs.
Howwillitcatch/getfoodandwater?
Hecanswiminthewatertocatchfrogs.Hehasalong,thintonguethatmovesquicklyto
catchdragonflies.
Howwillitkeepwarm/cool?
Hisfatandhairkeephimwarminthewinter.Heshedshisfurandlosesweightinthe
summer.Heswimsalotinthesummer,thatshowhelosesweight.
Wherewillitshelter?
Hewillmakeadeninahollowtreeforashelter.
Howwillitprotect/defenditselffromattackers?
Hewillsitonthem,becauseheissolargeandheavytheywontbeabletomove.Sohewill
waituntiltheygettiredoftryingtoeathimandthengetoffthem.Ifthatdoesntworkhetucks
hisarmsinandturnsintoahugeballandrollsoverthemuntiltheyareflatlikeapancake.

*reminderofcompletesentences
Answerquestions.Beavailableandcirculateclassroom.

Elaboration
Havestudentspairupandexplaintoeachotherwhataphysicaladaptionisandabehavioral

27

patternis,andhowtheyhelpanimalssurvive.Thenprovideeachstudentwithamini
whiteboardandmarker.Askthemtodrawyouaphysicaladaptionofaduck,frogand
mosquito.Givestudentstimetodrawonethenhavethemraisethemintheairtosignalthey
arefinished.Checkforunderstanding.Askstudentstogetupfromtheirdesksandtoactout
howaduckwoulddefend/protectitself.Whatwoulditdo?Whataboutadragonfly?This
shouldshowthatyourstudentsunderstoodtheconcepts.

Evaluation
Whencirculatingtheroomwhilestudentsareworking
Hasthestudentfulfilledallpartsofthetask?
Hasthestudentchosenfeatureswhichallowtheanimaltosurviveinthewetland?
Isitneatlypresentedandlabeled?
UsechecklistwhenassessingstudentsCreateaCreatureactivity.

Accommodation
Studentscantypeuptheiranswers,cutandgluethemontotheirpaperorstapletosheet.EA
willbeavailableforanyassistance/support.

Checklist:

Doesthestudentdescribe:

Comments:

Whatdoesiteat?

Howwillitcatch/getfoodandwater?

Howwillitkeepcool/warm?

Wherewillitsshelterbe?

28

Howwillitdefend/protectitselffrom
predators?

Whatdoesitlooklike?(Drawing)

29

Grade4Science:LifeSciencesHabitats

ShrinkingHabitatScenario
Adaptedfromwww.canadianforestry.com

NBCurriculumOutcomes
3011predicthowtheremovalofaplantoranimalpopulationaffectstherestofthe
community
3012relatehabitatlosstotheendangermentorextinctionofplantsandanimals

NGSSStandards
Makepredictionsaboutwhatwouldhappenifavariablechanges.

Makeaclaimaboutthemeritofasolutiontoaproblemcausedwhentheenvironment
changesandthetypesofplantsandanimalsthatlivetheremaychange.

Askquestionsthatcanbeinvestigatedandpredictreasonableoutcomesbasedon
patternssuchascauseandeffectrelationships.

Developamodelusingananalogy,example,orabstractrepresentationtodescribea
scientificprincipleordesignsolution.

Time
Roughly60minforsetupandscenario.
Mayneedlongertocompletecreativeaspectoflesson.

Childrenpriorknowledgeandmisconceptions:
Childrenwillknowthatanimalscanbeendangeredorgoextinct,buttheymightnot
knowthatplantscanaswell.
Childrenmaythinkthatifonespeciesiseliminatedithasnoeffectonothers,ortheir
habitat.Theymayalsonotrealizethatinordertobuildanewhockeyrinkor
playground,asacrificeofhabitathastobemade.

Engagement:
Materials:
whiteboard,picturesofwetlands

30
Safety:Makesureitemsareplacedaroundtheroominlogicalplaceswherenoone
willtripover,orbumpintothem.

Procedure:
1. Startwithabriefintroductionaboutthevastvarietyoflifeinwetland
ecosystems.Askyourstudentstothinkaboutawetlandanddescribeits
ecosystemthethingsfoundthereandlistthemontheboard.Remindthem
thatwetlandsaremadeupoftrees,mosses,ferns,soils,water,waterplants,
insects,mammals,birds,waterfowl,slugs,snailsandmanymorespeciesthat
wecannotevenseewiththehumaneye.Note:Youmightwanttobreakthe
classintosmallgroupsandaskeachtoproducealistofthingsthatmakeupa
wetland,andthenproduceaclasslistattheend.Youshouldalsoinclude
abioticthingslikerocks,logs,minerals,etc.,whichprovideimportantresources
forlivingorganisms.
2. Askyourstudentswhattheythinkmighthappenwhenpartofawetland
ecosystemisremoved.Anexampleintheforestwouldbe:ifthetreeswere
removed,whatwouldhappentotheplantsandanimalslivingintheforest?This
wouldincreasethelightthatgetsontotheforestfloor,alteringtheairandsoil
temperature,soilmoisture,runoffanderosion.Itwouldremovewildlifeshelter
andresultinthelossofhabitatforasignificantnumberofspecies.Some
speciesmightmovetoaborderingareaiftheirhabitatisalteredorlost.Other
speciesmightbegintocolonizethisnewdisturbedarea.Givetheforest
example,thenaskyourstudentswhattheythinkmighthappentothe
mammals,insects,soilsandwaterinawetlandiftreeswereremoved?
Brainstormontheboardwiththeclass.

Exploration:
Materials:
constructionpaper,scissors,maskingtape(wallpaintsafe),markers,string
Forthecreativeprojectportiondependingonchoicesinyourclass:posterboards,
computers,whiteboards,paint,pencils,etc.
Procedure:
1. Explaintostudentsthatyouaregoingtoturntheclassroomintoawetland
communitysothattheycanexploretheeffectsofthelossofhabitatonthe
specieslivingthere.Usepiecesofconstructionpaperorcardboardtocreate
signslistingsomeofthethingstheyidentifiedearlieraspartoftheecosystem
(includeabioticitems).Tapethesignsontodesksandtablesaroundthe
classroomwheretheyexpectthesespeciestolive.Haveasymbolicpondin
themiddleoftheroom,tallgrassessection,treecoveredarea,muddybanks,

31
marshsection,etc.Movethesearoundtheroomtobetterrepresentawetland
filledwithavarietyoflife.Thenaskthestudentstodecidewhatroletheywish
toplayinthiswetlandecosystem.Theyneedtoselecttheirspeciesandthen
determinewherethatspecieswouldmostlikelylive.Theycanchoosetobea
plant,insectoranimal,butitmustbesomethingthatwouldliveinthatparticular
community.
3. Onceallstudentshavesettledintotheirhabitat,readtheshortscenarioonthe
followingpagealoudtothem.
4. Attheconclusionofthestory,askthestudentswhattheythinkthecommunity
shoulddo.Generateafewideas,writethoseideasontheboard,andthen
proceedwiththerestoftheactivity.
5. Letthestudentsknowthatyourclassroomisthecommunitythatyouread
about!You,theteacher,willbethecommunityplanner,andyouhavedecided
toremoveonethirdofthetreestoallowforthegrowthofthecommunity.Draw
animaginarylineintheroomtosimulatetheremovaloftrees,orgrasses,etc.
andconsequently,thelossofhabitat.Askeachstudent/specieswhathas
happenedtotheirhabitat,andwhattheywilldoinordertosurvive.Youcanask
themquestionssuchas:
Q:Doyouhaveenoughhabitatremainingtosurvive?
Q:Canyoumovetoanewhabitat?
Q:Areyougoingtohavetroublefindingfood?
Q:Willyounowbemoreeasilycaughtbyapredator?
Q:Haveyoulostyournestingorbreedingareaforyouryoung?
Q:Hasyourdrinkingwatersupplybeenlostordamaged?
Q:Doyouthinkyoucouldbecomeaspeciesatrisk?
Q:Whathappenstoallofthepeoplewhocantfindhousinginthecommunity?
Q:Howdoesthecommunitycontinuetoprovideallthethingsthatmakepeoplehappy
(e.g.,soccerpitches,hockeyarenas,etc.)?
Q:Whatdoyoubelievewouldhappenifmorehabitatwereremoved(e.g.,halfofthe
remainingwetlandecosystem)?

Next,removeyourimaginarylineandeliminateadifferentsectionoftheroom(idea:
thewaterinthepond),askthequestionsagain.

Finallymakethedecision:decideonanareaofyourclasstodestroyandbuildon,for
thecommunity.

6.Askeachstudenttographicallyrepresentwhathappenedtotheir
speciesafterthedestruction,usingtheirchoiceofacomicstrip,puppetshow,a
graph,aroleplay,avideo,orsomethingelsecreativeoftheirchoosing.Making
sureitshowstheeffectsofhabitatlossbefore,duringandafter.

32

Explanation:
Studentscanpresenttheircreativeprojectstotheclass,orinsmallgroups.Discuss
theeffectsoneachspeciesofplantandanimalthestudentschosetorepresent.
Teachershouldgiveexplanationofsomeeffectsandproblemsthatthestudentsmay
havemissed,broadeningtheirknowledgeevenfurtherofpossibleimplicationsmade
byhabitatdestruction,andremovalofspecies.
Ifonestudentsspeciesperishes,whatisthelossofthatspeciesonanotherstudents
species?Explainthesetotheclassandhavethembrainstormwhatthetotaleffecton
theirspecieswillbe.Willtheysurvive?

Elaboration:
Askstudentstowritetheirownstoryofhabitatlossfromtheperspectiveoftheir
species,oranotherspeciesthatmayinterestthem.Allowstudentsaccessto
computerstoresearchtheirspeciesneeds.

Evaluation
Checkforunderstandingbylisteningandtakingnotesonwhatneedstoberetaught
throughouttheactivity.
Usetheircreativeprojecttogagewhetherthestudenthastheunderstandingtomove
ontothefinalproject.

Accommodations

DylslexiaandDysgraphia:
Makesureyoureadthescenariooutloudtotheclass.Readitmorethanonce
aloudiftheyneedtohearitagain.Allowstudentsthatmaystruggletochoose
whichcreativeoptionthattheywanttocomplete,andofferyoursupportasthey
work.

33
____________________________________________________________________________________________________

nceuponatimetherewasacommunityinFredericton,NewBrunswick.

Thiscommunitywasanactive,growingcommunitywithavitalpopulationofyoung
peopleandadults.Therewereplentyofsoccerpitchesandbaseballdiamonds,ahockeyarena,
curlingclub,andallthethingsthatmakepeoplehappy.
Thecommunitywasgrowing!Asitsnumbersgrew,sodidtheneedformoreplacesto
live.Soon,therewasnotenoughlivingspaceforallthepeoplewhowantedtoliveinthe
community.So,thecommunityleadersproposedtoexpandandbuildanewhouses.The
communitywassurroundedbylovelywoodlandsandwetlands,howeverinordertosatisfythe
demandforadditionalhousing,communityplannershadtoclearout10hectaresofthe
30hectaremixedforest.Manywildlifespeciesusedtheseareasfortheirhabitat,includingred
oak,sugarmaple,whiteandredpine,ferns,mosses,redsquirrels,rabbits,Hawks,WoodDucks,
WoodpeckersandOwls,smallbirds,porcupines,raccoons,deer,blueherons,lilypads,cattails,
mallards,fish,frogsandmanyothers.
AmeetingwascalledintheCommunityCentresothateveryoneinterestedinthe
developmentcouldpresenttheiropinion.Thedeveloperandsomeofthecommunityleadersfelt
thatitwasagoodideabecauseitwouldprovidemorehousingandalsogeneratemoretaxdollars
forcommunityimprovements.Ecologistsandconservationistswereconcernedaboutthelossof
greenspaceandthepotentialimpactonwildlifeandtheirhabitat.Whatstepsshouldbetakento
maketherightdecisionsaboutthedevelopmentandconservationissues,andhowwillthe
communitymeetitsgrowingdemandforhousing?

34
Grade4Science:LifeSciencesHabitats

WetlandsFinalProject

NBCurriculumOutcomes

3022describehowvariousanimalsareabletomeettheirbasicneedsintheirhabitat
3001comparetheexternalfeaturesandbehaviouralpatternsofanimalsthathelp
themthriveindifferentkindsofplaces
3002comparethestructuralfeaturesofplantsthatenablethemtothriveindifferent
kindsofplaces
3023classifyorganismsaccordingtotheirroleinafoodchain
3011predicthowtheremovalofaplantoranimalpopulationaffectstherestofthe
community
3012relatehabitatlosstotheendangermentorextinctionofplantsandanimals

NGSSStandards
Constructanargumentthatplantsandanimalshaveinternalandexternalstructures
thatfunctiontosupportsurvival,growth,behavior,andreproduction
Useamodeltodescribethatanimalsreceivedifferenttypesofinformationthrough
theirsenses,processtheinformationintheirbrain,andrespondtotheinformationin
differentways
Constructanargumentthatsomeanimalsformgroupsthathelpmemberssurvive.
Constructanargumentwithevidencethatinaparticularhabitatsomeorganisms
cansurvivewell,somesurvivelesswell,andsomecannotsurviveatall.
Makeaclaimaboutthemeritofasolutiontoaproblemcausedwhenthe
environmentchangesandthetypesofplantsandanimalsthatlivetheremay
change.
Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbut
allhaveincommonbirth,growth,reproduction,anddeath

Time:Studentsshouldbeallottedaweektoworkontheirfinalprojects

Engagement:
Materials:ChartpaperandStudentexpellersofpastprojects
Procedure:

35
TeacherwillaskthestudentswhilekeepingalistonchartpaperNamesome

characteristicsofawetland?Whatcanyoufindinawetland?Theteacher
shouldpromptstudentsuntilthechartpaperisfullofallthethingsstudents
havelearnedaboutwetlands.
Teacherwillexplainthatthislistwillhelpthestudentwiththeirfinalproject
Theteacherwillexplainthefinalprojecttothestudentsandshowexamplesof
pastwork.Theteacherwillplacetheexemplarsaroundtheroomforthe
studentstorefertothroughouttheallottedtimeperiod
Theteacherwillplacethestudentsintoworkinggroupsbasedontheirneeds
andabilities.

Exploration:
Materials:
Materialsstudentsmayneedfortheirfinalprojects:Modelingclay,plasticanimals,poster
board,crayons,markers,computersandsoftware.
Procedure:
Eachgroupshouldcreatevisualdisplaysforapresentationofatripthrough

thewetlandtheyarediscussing.Theywillthenleadtheclassonanimaginary
tripthroughtheirwetland,stoppingtoexplain:
Howthevariousanimalsareabletomeettheirbasicneedsintheir
imaginedhabitat(Minimumof5animals)
Atleast5wetlandsplantsandtheirstructuralfeaturesothatenable
themtothriveinthegivenwetland.
Onefoodchainandtheorganismsroleinthefoodchain
Makeonepredictionofhowtheremovalofaplantoranimalpopulation
intheirwetlandwillaffecttherestofthecommunity.
Discusstheendangermentorextinctionofoneplantoranimalandlet
theclassknowwhythisishappening.(ie.Habitatloss)
Studentscanvisuallydisplaytheirworkinmanydifferentways.Studentscan
choosetomakea3Dmodel,video,
apowerpoint,aposter,abook,astoryorsomethingelsetheycanthinkof.If
thestudentshaveanotherideaofawaytodisplaytheirworktheyshouldjust
asktheteacherbeforestarting.
Beforestartingtheprojectthegroupswillmeetandbegivenarubric.The
groupswilldiscussanddraworwriteabasicplanout.Afterabout20minutes
theteacherwillgoaroundtoeachgroupanddiscusstheirplanwiththem.

36
Explanation:
Oncestudentsaredoneandtheallottedclasstimeiscomingtoanendthe
studentswillgetreadytopresenttheirimaginarywetlandstotheclass.
Eachgroupwillwritethenameoftheirwetlandontheboardintheorderthey
aregoingtopresent.
Thegroupswilleachgetachancetosharetheirwetlandandanswerany
questionstheteacherorthestudentsmayhaveduringthepresentationthe
teacherwillusetherubrictoasseswhetherthestudentshavemetallthe
criteriaforsuccess.

Elaboration:
Beforepassingthemarksouttheteachershouldgivefeedbacktotheentire
classtellingthemwhattheyalldidwell.
Theteachercouldalsoaskthestudentswhattheyenjoyedabouteachothers
projects.
Afterthepresentationsarecompletetheteacherwillpassoutthefeedbackand
rubriche/shehastaken.

Evaluation
Therubricwillbegiventothegroupsofstudentsbeforetheprojectisstartedsothe
studentsknowwhattoexpect.

Accommodations
Dyslexia:Theywillbeinagroupandhavepartnertoassistthemwiththereadingif
needed.

Dysgraphia:Thislessonisuniversallydesignedtoincludealllearners.Thegrouphas
achoicetopickaprojectthatwillallowthisstudenttoreachtheirfullpotential

37

FinalWetlandProjectRubric
GroupMembers:_____________________________________________________

Complete

Comments

Studentsshoulddescribeand
showhowthevariousanimalsare
abletomeettheirbasicneedsin
theirimaginedhabitat(Minimumof
5animals)

Studentsshoulddiscussandshow
howthedifferentplantsand
animalstheyhavechosenhave
adaptedtotheirwetland.

Studentsshoulddescribeandshow
atleast5wetlandsplantsandtheir
structuralfeaturesothatenable
themtothriveinthegivenwetland.

Studentsshoulddescribeandshow
onefoodchainandtheorganisms
roleinthefoodchain

Studentsshoulddiscussandshow

theendangermentorextinctionofone
plantoranimalandlettheclassknow
whythisishappening.(i.e.Habitat
loss)

Studentsshouldmakeone
predictionofhowtheremovalofa
plantoranimalpopulationintheir
wetlandwillaffecttherestofthe
community.

38

References:
ManitobaEducationandTraining.(1999).Grade4Science.Retrievedfrom
http://www.edu.gov.mb.ca/k12/cur/science/found/kto4/4c1.pdf.

DepartmentofEducation.(2002).AtlanticCanadaScienceCurriculum:Grade4.
Retrievedfromhttp://www.gnb.ca/0000/publications/curric/grade4science.pdf.

ShrinkingHabitatSharetheSpace.(2014,August20).RetrievedFebruary23,2015,
fromhttp://www.canadianforestry.com/kits/english/vol5_e.pdf/06_shrinking_habitat_e.pdf