Local Habitats- Grade Four Science

Caroline Fletcher

St. Thomas University

“Life Science: Habitats” Caroline Fletcher

Date: October 26th, 2016Topic: Local Habitats

Intended Grade: Four (4)Length of Time: Two Science Lessons and One lesson of Language Arts- 2 ½ to 3 Hours

Next Generation Science Standards (NGSS)- 4th grade “Earth’s Systems” and “Earth and Human Activity”

Performance Expectations: Students who demonstrate an understanding can: - Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.- Analyze and interpret data from maps to describe patterns of Earth’s features.

o Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out

investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

o Disciplinary Core Ideas ESS2.A: Earth Materials and Systems Rainfall helps to shape the land and

affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1) ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2) ESS2.E: Biogeology Living thing

o Crosscutting Concepts Patterns- Patterns can be used as evidence to support an explanation. (4-

ESS2-2) Cause and Effect- Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

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Students who demonstrate an understanding will also: - Obtain and combine information to describe that energy and fuels are derived from

natural resources and their uses affect the environment. - Generate and compare multiple solutions to reduce the impacts of natural Earth

processes on humans.o Science and Engineering Practices

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods. Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1)

o Core Disciplinary Ideas ESS3.A: Natural Resources- Energy and fuels that humans use are

derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1) ESS3.B: Natural Hazards - A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems - Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

o Crosscutting Concepts Cause and Effect - Cause and effect relationships are routinely identified

and used to explain change. (4-ESS3-1) - Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2) Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology - Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3-1) Influence of Science, Engineering and Technology on Society and the Natural World - Over time, people’s needs and wants change, as do their demands for new and improved technologies. (4-ESS3-1) - Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2)

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NB Science Curriculum OutcomesTopic: Life Science- HabitatsGCO: Exploring Local HabitatsSCO:

STSEo Nature of Science and Technology

Students will demonstrate that specific terminology is used in science and technology contexts

o Social and Environmental Contexts of Science and Technology Student will identify positive and negative effects of familiar technologies Students will describe how personal actions help conserve natural

resources and care for living things and their habitats Students will identify their own and their family’s impact on natural

resources

Skillso Initiating and Planning

Students will propose questions to investigate and practical problems to solve

Students will state a prediction and a hypothesis based on an observed pattern of events

Students will identify various methods for finding answers to given questions as well as solutions to given problems, and ultimately select one that is appropriate

o Performing and Recoding Students will make observations and collect information relevant to a

given question or problem Students will construct and use devices for a specific purpose

o Analyzing and Interpreting Students will classify according to several attributes and create a chart or

diagram that shows the method of classification Students will compile and display data, by hand or by computer, in a

variety of formats including frequency tallies, tables, and bar graphso Communication and Teamwork

Students will communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language

Knowledge Students will identify a variety of local and regional habitats and their

associated populations of plants and animals Students will compare the external features and behavioural patterns of

animals that help them thrive in different kinds of places Students will compare the structural features of plants that enable them to

thrive in different kinds of places

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Other NB Curricular OutcomesLanguage Arts

1. Reading Achievement Standards: Students will monitor reading and self-correct; begin to adjust strategies

according to form, and purpose Students will use all sources of information to solve many unknown words;

analyze words in flexible ways (e.g., word order, roots, plurals, contractions); make reasonable attempts at multi-syllabic and content-specific words

Students will read a wide variety of words with automaticity, including content-specific words

Students will use text features (e.g., table of contents, headings/subheadings, index, glossary, charts/diagrams) to preview, and locate information; may need support with features requiring interpretation

2. Writing Achievement Standards: Students will gather ideas from a variety of sources and use an organizational

framework (e.g., web, drawing, graphic organizer, research, jot notes, sample of selected form)

Students will draft a piece of writing showing awareness of need to develop a topic, provide the reader with sufficient information and consider the reader’s reaction (e.g., include clear connecting words, interesting word choices)

Students will use writing tools such as a dictionary, thesaurus and class charts Students will revise a piece of writing after rereading, peer-or-teacher

conferencing or using class revision charts (e.g., trying effective leads, interesting words, alternate endings); will add, delete or substitute ideas

Students will reread writing aloud to check for fluency; begin to make changes to sentence structures

Students will use an editing checklist with minimal support (e.g., spelling, capitals, end punctuation, commas, beginning paragraphing skills); require support for editing dialogue

Learning Objectiveso Students will begin to be able to identify different types of habitats and the living

organisms that live in each one. They will be able to examine a local habitat, draw one feature and then investigate it using a means of different varieties including books and online. They will be able to describe the habitat and the key meteorological aspects of that day when they found their item. They will then research their human impact on the habitat. Once all three features are researched, they will write and draw about it in their science journals. They will be able to discuss all three elements will expected detail and be able to present their findings.

Students Misconceptions and Prior Knowledgeo Students may have different ideas on what animals, plants or fungi live in certain

habitats. This will be assessed and changed after the first lesson on learning what lives in what habitats.

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o Students may have prior knowledge on global warming and garbage vs. compost that will be discussed when we look at the human impact on our habitats.

o Students may believe they can find all the correct answers on Wikipedia, therefore we will have to have a discussion on what is a proper information site and how to conduct proper research.

Materials Location

Students Science Journals In their folders beside my desk.

Smart Board Habitat File On my computer under the grade four science file, unit- habitat- lesson one

Small Habitat Buckets (5) They are on the back shelf behind my desk with a red plastic cover

Large Habitat Outside Located just beyond the playground area. It is sectioned off with stakes and orange tape

Research Books On back shelf

School Netbooks Down in the resource room. They have been signed out for two classes.

Plastic Bags In the cupboards on the side.

Devices or Phones Students will be able to use their devices that have cameras on them to take pictures. If they do not have a device have yours prepared to take pictures.

Cards for Musical Chair Game (Appendix D) In a plastic bag, in my habitat unit folder on my desk

Observation Sheets (Appendix A) Also in the folderObservation Sheets for Colin and Larry (Appendix B)

Again in the folder on my desk

Anecdotal Notes for all students including Colin and Larry (Appendix C)

In folder on my desk

Microscopes Also in the resource room and have been signed out for one class

Art Supplies In the cupboard with the plastic bags on the side

Online timer Bookmarked in Google chrome

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BEFORE THE LESSON o Gather all materials, including making photocopies of the handouts.o Measure and plot out the outside habitat area.o Sign up for netbooks and microscopes in the resource room. o Set up mini habitat area in the bucket for the classroom. o Make sure all technology works and is prepared for the lesson. o Have the proper research books set aside on the shelf in the reading corner so students

have a guide for their research.

DURING THE LESSON Engagement (Engaging Question) 35 Minutes

What the Teacher Will Do What the Students Will do- First I will assess prior knowledge on habitats. What they believe to be a habitat, who lives in what habitat etc.- Once I have an assessment on prior knowledge I will know how to teach my lesson in a more effective manner.- Then I go over the Smart Board lesson I have prepared to teach the fundamentals of habitats, who lives in each habitat, our local habitat and how our lives effect habitats.- I will allow the students to be interactive during the lesson to keep their attention- Then to make sure the students understand habitats and what animals live in our habitat we will play Habitat Musical Chairs (5 mintues)

o Students will have already played the game with other subjects so it will be rather easy to explain.

o Students will step up their chairs in a circle and each seat will have an animal or plant on it that has been discussed in our lesson. They will have to then say which habitat that animal lives. If they do not get it right they are out. Whoever did not get a chair is also out. If this happens I will ask them a question about a habitat that was discussed in the lesson to assess if they were listening. The game continuous until we have a winner or until the time is up.

- Students will answer questions at appropriate times

- Students will be engaged and interactive with the lesson

- Students will play the game fairly. When they have not answered correctly, they will fix their mistake with my help and then they will take their chairs back to table and wait patiently and quietly. If they get out because they missed a chair, they will answer my question on a specific habitat.

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- Once it is clear all the students have a basic understanding of habitats. We will move on to exploration.

- Students will ask any more questions they may have.

Exploration (20 Minutes)

What the teacher will do What the students will do- Next I will present them with small sample buckets that have a miniature real life habitat recreation in them.- I will set one on each table and give them a handout and get the students to retrieve the microscopes from the cart in the class.- Taking turns the students will examine their habitats on their tables using the microscopes that they already know how to use- They will write what they observe on the handout sheets.- I will walk around and answer questions they may have about what they are finding in their buckets- Once they have done this for about 15 minutes I will get them to put their stuff away. End of Lesson One.

- Students will retrieve microscopes from the cart.

- They will take turns looking in the microscopes and writing and drawing what they see in their habitat buckets. They will record these on the draft observation sheets. There are different ones for Colin and Larry. They will ask questions when they have them.

- They will clean up their stations and put things away in the proper places. Getting ready for the next lesson.

Day Two

Explanation/Exploration (40- 55 Minutes)

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What the Teacher Will Do What the Students will do- Starting class I will take the students outside to our large habitat.- I will get the students to take out their science journals that they brought out with them.- I will ask for four volunteers to measure the perimeter of the habitat using my metre measuring tape.- I will get all the students to write that down in their journals.- Then I will explain to them that they will go through our habitat and pick one thing to draw and research. They may take a picture of it or collect it in their plastic bag. It may be a leaf, a tree, a shrub, flowers, birds, worms, whatever they find in the habitat. Some items may not be allowed to go into plastic bags.- I will then allow them to go and explore. I will get them to check with me before they say they are done to make sure they have enough evidence for their research.

- Students will pay attention and take measurements or write them when instructed. This will have to be noted in their journal to describe the area we were researching

- They will explore the habitat and take pictures or collect when appropriate.

- They will come up to me and make sure they have enough evidence for their research.

Expansion (55 minutes- Language Arts Period)

What the teacher will do What the students will do

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- We will come back inside and to our classroom- I will then instruct them that they must now do research either from books or proper websites. By doing and recording this research they are succeeding in their Language Art outcomes.- I want them to find out and record the weather today, explain the habitat, draw their object they decided to observe, research the object and then research their human impact on the habitat ex. Garbage, plastic usage etc. I want them to record this all in their science journal using one or two pages.- It doesn’t have to be a lot of information just one paragraph about each question.- I will observe the students and ask questions and help when it is needed.- If they run out of time, we will continue the research in our next science class for all of ten minutes and then the rest will have to be done at home.

- Students will come back into the class

- They will do the research and recording I have told them to do using books or proper website ex. Not Wikipedia

- They will record this all properly in their science journals and hand in into me, on my homework filing on my desk. They may only use one to two pages on their journal.

- They will ask questions or look for help from me or their peers when needed.

- They will do silent reading if they finish early. If they finish late will be finish it next science class or at home.

Evaluation (5 Minutes/ Throughout the Lesson/ At home)

What the teacher will do What the students will do- I will take anecdotal notes when they class is doing each activity to assess knowledge and independence during the lesson.- I will ask the students if they enjoyed the lesson. What they would want for next time- I will then take the science journals home and evaluate their work based on the scale used to asses (1, 2, 3, 4 or 4+)- This will be recorded on my excel spread sheet and go towards their overall science mark for report cards that will be handed out in November

- Students will do the activity as told.

- They will answer questions on how the lesson could be improved or what they would like to see in the lesson next time.

AFTER THE LESSON - After the lesson I will continue the writing and researching process if there is more

time needed.

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- I will evaluate the student’s work and record it on my spread sheet. - I will make notes about what the students wanted to change and what I felt should be

changed about the lesson.

Teacher Reflection for Next Time…

Overall Comments: Suggestions:

Accommodations

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Introduction- Colin (Gifted)

Colin is a student that likes to initiate and take part in many pranks. At first the staff and

principal tolerated it but after some time and the escalation in pranks, the school began to be

more restrictive with Colin. An educational assistant was assigned to Colin to ensure the pranks

would be put to an end. Due to the educational assistants background in working with gifted

students, they recognized Colin had gifted characteristics, as acting out and pranks are a common

trait of giftedness (Hutchinson, 2015). The teacher, who had a passion for Renaissance art, gave

a group project, where Colin recreated Leonard Da Vinci’s The Last Supper but from the ground

up. This project was exceptionally well done and the creativity of Colin was well beyond his

years. He has now been tested and received exceptionally high marks in creativity and IQ. He

has been put on an PLP for giftedness and is perhaps waiting to go to a school for gifted children,

depending on the choice he and his parents make. However, for now there are accommodations

for the above lesson plan to match Colin’s needs in our classroom.

It is important that gifted students be accommodated in the classroom because without

harnessing their interests and supplying them with activities that will keep their interest, it is

likely they will become a behavioural problem, like Colin showed before becoming interested. It

is these children that with proper teaching will become the innovators and leaders of our world

but without proper education and continual behavioural problems, they will continue on a path of

acting out until some unfortunately go so far as to be incarcerated. This is not the outcome, we

wish to see for Colin, therefore we find it imperative to accommodate, so Colin can one day be a

leading figure in our world and not a continuous behavioural problem.

Accommodations and Rationale

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For this lesson, there are certain aspects that are created under Universal Design, which

will help the accommodations process, however there are other aspects that would be helpful to

keep Colin’s interest as well. The UDL aspects of this lesson would be the musical chair review

game, as that gets the students moving and interactive, as to help ADHD students who need to

get up and move in order to refocus. This would also be good for gifted students because they are

switching to something different for assessment and review, so it won’t seem so boring for them

when they catch on to the materially quickly. Also the interactive ability of the Smart Board

activity will be better than a lecture because he can be chosen to do things that will engage him

rather than have him act out.

To specifically accommodate for Colin I have created an Appendix sheet for his first

observation task, different from the other students. On this sheet it will have specific questions

that are difficult and will take him longer to process and answer. The other students will just

have general observations, where he will have to be more specific, therefore enriching his

material without giving him extra work. He will still have to stay within the time constraint for

the small sample observations, therefore he won’t have much time to answer all the questions

and act out. However, he may become frustrated with the time constraints if he does not finish,

as gifted students also like to have their work perfected to what they believe is perfect

(Hutchinson, 2015). If this is the case, I will allow him more time at break to do his observations

if he shows an interest, if he does not than we will continue on like normal.

When we reach the large habitat activity, I will instruct Colin that he will be able to chose

more than one item if he would like. He may not wish to but I would like for him to have the

freedom of choice if he wants to do more work rather than him feel like because he is gifted that

this means he will be burdened with more work, because this may cause him to act out again, as

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this is typical of gifted students as well (Hutchinson, 2015). For this activity, I have specifically

chosen drawing as an option for the research because I know it will peak Colin’s interest and

creativity. Colin has a special science journal that allows for larger drawings and more research.

Colin will be able to draw, in great detail, his observations and the habitat. I will encourage him

if he would rather do more drawing than research he will be able to do that, but I will have to see

special effort made into the drawings. I will explain to him that his rubric will be enriched for

drawing content if it is done exceptionally well, however, I know this will be no problem for

Colin. He will still have to do some research, so he understands what he is drawing, but I know it

will not be difficult for him to do this and it will not take him very long like it will take the

others. If he wishes to have extra time to complete his drawings he may do so on his free time

and I will be flexible for when he has to hand in his observations.

Conclusions

It is through my observations that I have noticed Colin enjoys creativity and interactive projects.

It is through this that I have planned and accommodated my lesson to fit Colin’s gifted creativity.

I think it would be best to give Colin more specific direction, knowing it is more difficult for the

first observation and then more time and patience for creativity for the second observation

assignment, as I think this is inspire his giftedness, rather than his creativity for pranks and

boredom.

Introduction- Larry (Twice Exceptional- Gifted/Learning Disability)

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Larry, much like Colin, is also a student that likes to act out in class; however, he likes to

do something different almost every year he returns to school. He has often be referred to as

“What’s Next Larry”, because of the drastic changes in his behaviour and interests from year to

year. Some of these changes include, being mute, to eating chalk and writing a novel. When

tested Larry scored average in language and below in math, however, he is absorbed in his novel.

There has been no classification of Larry yet but in my opinion, once further testing is done, it

will be proven that Larry is twice exceptional. He shows giftedness in creativity and reading

however he has a learning disability. My assumption is the learning disability is math related but

I am not a specialist so I will not make any assumptions nor will Larry be put on a PLP yet but I

will start making accommodations better for him because twice-exceptional students are at a

high risk for behavioural problems and lashing out at school if not assessed quickly (Van

Viersen, de Bree, Kroesbergen, Slot, de Jong, 2014). Therefore, I have put together some

accommodations for Larry that will hopefully help him while we are waiting for further testing.

Twice Exceptional students are more difficult to assess in many cases because most of

the time teachers only accommodate for the learning disability and not the giftedness. This will

cause major ramifications in the child’s life, as they are more apt to become frustrated with

school and they are more likely to drop out or not complete using their full potential (Van

Viersen, de Bree, Kroesbergen, Slot, de Jong, 2014). Therefore, it is essential that we

accommodate for both exceptionalities and not focus solely on the learning disability but also

foster the giftedness, allowing the student to feel motivated and successful.

Accommodations/Rationale

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For the first part of the lesson plan where we will learn about habitats using the smart

board, I will give Larry a written version of the smart board activity for him to follow along as it

has been said this helps students with LDs (Van Viersen, de Bree, Kroesbergen, Slot, de Jong,

2014). The interactive ability of the smart board will also help him to be engaged and moving,

also known to be helpful for gifted students. This will continue into the musical chair game for

review, because Larry and the other students will be moving and playing, so he will be less likely

to be disengaged because there is a kinaesthetic aspect to the activity.

When doing the first set of observations, I will have a specific sheet for Larry that will

have guided questions for observation, but unlike Colin’s there will be no math involved in the

question. Rather it will be more creative so he will be able to draw specific aspects of the habitat

or write specific details, as this would peak his interest. Once we move on to the large habitat

site, Larry will also be able to choose more than one thing to observe, but I do not feel like he

will do this because he likes to perfect his detail, like he showed with his novel, also common of

gifted students (Hutchinson, 2015). Also, when it comes to choosing volunteers for measuring, I

will not single out Larry and I may, after the children are moving and choosing objects, quietly

ask him if he needs help recording the perimeter. I could choose to help him then or perhaps I

will allow him to figure it out for himself using a math manipulative once inside, as manipulative

give LD learners a helpful visual (Van Viersen, de Bree, Kroesbergen, Slot, de Jong, 2014).

However, like Colin, Larry will have a larger science journal because LD students could also

have low fine motor skills and may need to write in larger print (Van Viersen, de Bree,

Kroesbergen, Slot, de Jong, 2014). Along with this, I will encourage Larry to draw to his fullest

potential, like Colin but I will also tell him that if he chooses, he will be allowed to write less

than he other students, if he demonstrates that he has read an exceptional amount of books. I

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believe he will chose this option because he has a gift for reading and I know he will retain the

information about the habitat while reading, he does not need to prove it by writing like the other

students. However, I will simply get him to record using a highlighter the lines that pertains to

his research, without him needing to write. During an oral assessment, I will ask him to verbally

tell me what he knows about his object and I am sure he will be able to tell me. Oral

examinations are better for LD students and he will feel more confortable with his material and

he will be able to demonstrate more knowledge than if he were to write it (Hutchinson, 2015). I

am confident that with these accommodations to my lesson plan Larry will be engaged and not

become a behavioural issue.

Conclusion

It is with these accommodations that I believe Larry will be more engaged and active within the

classroom. I believe it is important to assess differently with Larry, whether it is orally or allow

him to read more to foster his growth both will allow him to feel empowered and successful.

However, it is also important to build confidence in their gifted abilities, in Larry’s case reading

and creativity, while being compassionate and flexible towards their learning disability, in

Larry’s case most likely math. If it is possible to make these accommodations for every subject,

Larry will be a much more successful and overall happy student.

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Anecdotal Notes (Appendix C)

Colin: Larry:

Lucy: Isabelle:

Michael: Danielle:

Ethan: Andrea:

Gus: Woodrow

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Lea: Luke:

Rey: Finn:

Lori: Billy:

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Cards for Musical Chairs (Appendix D)

Elephant Tiger

Giraffe: Polar Bear:

Rattle Snake: Maple Tree:

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Whale Worm:

Robin: Cactus:

Penguin Slippery Jack

Black Bear Pine Tree

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Ape Baboon

Teacher Resources

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1. http://www.teachingideas.co.uk/subjects/animals-and-habitats

2. http://www.teacherplanet.com/node/243

3. http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the- world.cfm

4. https://www.nwf.org/What-We-Do/Kids-and-Nature/Educators/Lesson- Plans.aspx

5. http://www.sparklebox.co.uk/topic/world-around-us/places/habitats/ #.WAvnLSMrIy4

6. http://idahoptv.org/sciencetrek/topics/habitat/teachers.cfm

Resources

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Abruscato, J. (2015). Teaching children science: A discovery approach. Boston: Allyn and Bacon.

Hutchinson, N.L. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers. Toronto: Prentice Hall.

Next Generation Science Standards (2013). Next generation science standards grade four. Accessed on October 22nd, 2016 found at http://www.nextgenscience.org/sites/default/files/4%20combined%20DCI%20standards%206.13.13.pdf

New Brunswick Department of Education. (2008). New Brunswick grade four language arts curriculum. Accessed on October 22, 2016 found at http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English/ReadingAndWritingAchievementStandards-Grade4.pdf

New Brunswick Department of Education. (2002) New Brunswick grade four science curriculum. Acessed on October 22nd, 2016 found at http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Science/Science-Grade4.pdf

Viersen, S.V., Bree, E. H., Kroesbergen, E. H., Slot, E. M., & Jong, P. F. (2014). Risk and protective factors in gifted children with dyslexia. Annals of Dyslexia Ann. Of Dyslexia, 65(3), 178-198.

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