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Life Science. Habitats Lesson One. Science Outcomes. STSE 108-3, 108-6- Identify their own and their families’ impact on habitats and describe how personal actions help conserve habitats
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Life Science Habitats Lesson One
Science Outcomes • STSE 108-3, 108-6- Identify their own and their families’ impact on habitats and describe how personal actions help conserve habitats • SCO’s 104-6, 204-1- identify questions to investigate the types of plants and / or animals at a local habitat using the terms habitat, population, and community • SCO’s 204-6,303-1 -examine and investigate, using various methods and questions, local habitats and their associated populations of plants and animals
English Language Arts Outcomes • SCO 1.1 –explore and discuss their thoughts, ideas, and experiences and consider those of their peers • SCO 5.1 –use a range of reference text and a data base or an electronic search to facilitate the selection process • SCO 8.1- use strategies in writing and other ways of representing to formulate questions and organize ideas • SCO 8.2- experiment with different ways of making notes (webbing)
Social Studies Outcomes • SCO 4.3.1. - identify, locate, and map examples of physical features of the world • SCO 4.4.1 –identify and describe the physical regions of Canada
Content Summary • Students will gain a working knowledge of the words Habitat, Population, and community and give an example of each. Students will prepare for their Field Study to the Tantramar Marsh. They will discuss the different plants, and animals located and develop a web to keep their ideas organized. Using the web for support the students will develop questions to be answered during their upcoming observation and investigation.
Activity One • Students will develop a working definition and understanding of the terms habitat, population, and community and give examples of each. • Students work in groups of four with dictionaries, paper, pencils, and coloured pencils. • Students look up the definitions in a dictionary and discuss with their group. They then write a definition for each term in their own words down on paper. (Students may be read to, and scribed for, if necessary).
Activity One continued • Group discusses examples using their prior knowledge for each definition. • Each student is responsible to list examples or draw examples for each definition. • Whole class meets and shares what each group found. • Whole class uses Kidspiration to develop a web for each definition and its examples.
Activity Two • Using Google Earth the teacher shows the class the school’s location and the route they will travel to their Wetland Field Study of the Tantramar Marshes. Points of interest are drawn to the students’ attention such as the Isthmus of Chignecto, the Nova Scotia/ New Brunswick border, Fort Boujouisour, and the Tantramar Marsh.
Activity Three • Using Internet Explorer the teacher searches images of the Tantramar Marsh. Images of the plant life, wildlife, and landscape are shared and discussed with the children.
Activity Four • Activate prior and new knowledge of local wetlands. • Whole class is involved in using Kidspiration to develop a web of the Tantramar Marsh to note all their ideas they will explore under headings of animals, birds, plants, and other possibilities.
Activity Five • Students go back to their groups of four, and using the web developed by class, think of questions they would like to find the answers for while on the field study. Each child is responsible for at least one question for the group.
Conclusion of Lesson • Whole class shares questions, and if necessary, they are fine-tuned.
Sources of Information • Dictionaries • Google Earth • Kidspiration • Internet Explorer-Images • Nova Scotia’s Grade Four Science Guide • Project Webfoot, Ducks Unlimited Canada, (2007). Wetland Habitats and Communities Teacher’s Guide. • Pan- Canadian Science Place Team, Healthy Habitats-Atlantic Edition. Scholastic Canada Limited, 2001.
Life Science - Habitats Lesson Two
Science Outcomes • STSE 105-1, 106-4, 108-1 – describe how scientists’ knowledge of plant growth has led to agricultural and technological innovations and the impact on local and regional habitat issues • SCO 104-6, 204-1- identify questions to investigate the types of plant and/or animals at a local habitat using the terms habitat, population, and community • SCO 204-3, 300-1, 300-2, 302-2- compare the external features, behavioural patterns, and structural and/or behavioural adaptations for an animal to survive a particular habitat, real or imagined
Mathematics Outcomes • F1- recognize and use a variety of methods for the collection and organization of data • F4 - construct a bar graph • F6 – interpret data from a display • F8 –explore real- world issues of interest to students and for which data collection is necessary to determine an answer
Language Arts Outcome • SCO 9.1 –Create written and media texts, collaboratively and independently, in different modes and in a variety of forms
Information and Technology • SCO 3.2, 3.3 -create, process, and represent their learning using language, convention, and procedures associated with information and communication technology, with teacher assistance
Content Summary • This lesson plan looks at identifying questions to investigate the types of plant and/or animals at a local habitat using the terms habitat, population, and community. • Students will become familiar with the behavioural patterns, and structural and/or behavioural adaptations for an animal to survive in this local habitat.
Content Summary continued • Students will make observations and collect information related to this local wetland habitat and its associated populations of plants and animals. • Students will learn about comparing the external and behavioural patterns of various animals and relate these features to their ability to meet their basic needs in their natural habitat. • Students will use technology to prepare a presentation on the information they have learned through their observations and investigations of the local wetland habitat.
Note • Throughout this study children were given digital cameras to take pictures of their activities so that a report can be completed about their findings and knowledge they gained throughout the field study.
Activity One • Students’ viewed a power point presentation on Tracks and Scat of different animals native to the local area. The students were informed of the three types of tracks, examples of animals for each type, and some visual features to aid in identifying some specific animals. The following information was presented to the students in the power point.
Content Information Gained During Presentation • Walkers-Skunk, moose, deer, fox, coyote, bobcat, and cougar, pheasant and crow. They lift their feet when they walk. The cat family tracks leave more of a ball shape with no claw marks. The fox has four toes. The dog family tracks also leave a ball shaped track but there is evidence of claws sticking out from the ball. The moose has more of a large hove which helps it walk in the marsh and snow.
Presentation Info 2 • Waddlers- Raccoon, porcupine, and black bear. The racoon’s track is shaped like a human hand. The porcupine’s track has only four fingers and it peals the bark off of trees for food. The black bear hibernates in the winter which is a physical adaptation to its environment.
Presentation Info 3 • Hoppers-Shrew, snowshoe hear, and squirrel. A snowshoe hare’s back feet are larger and appear first in their track, with the back feet appearing next with one directly behind the other. The snowshoe hare changes from brown to white which is a physical adaptation to be less visible to its predators. This change comes about due to the change in the amount of day light not the cold temperatures, so in a mild winter they are at greater risk because of the lack of snow to blend in with. The scat of a hare is in the form of individual small balls, like chocolate covered raisins.
Presentation Info 4 Bounders- are also Hoppers but larger. The weasel, mink, and otter are bounders and they are all carnivores. The weasel eats mice and birds. It also changes colour from brown to white so that it’s pray cannot see it sneaking up on it. Mink eat muskrats and otters eat fish.
Tracks and Scats Identification Activity • Twenty different examples of animals tracks paired with its scat were displayed for the students. Working in groups of four, students were to attempt to identify as many animals they could on a recording sheet. When students ran into difficulty there was a volunteer who guided the students through questioning to come to a conclusion if possible. For example; “This track is like a ball and there are no claw marks, can you remember what family of animal that might be?” Student says, “Cougar?” “No it is smaller than that and you would see them in some people’s homes?” Student says, “CAT?” “Yes!”
Snowshoe Hike • Students took part in a nature walk through the trees and marsh on snowshoes. The students saw tracks of pheasants, squirrels, snowshoe hares as well as crows and were able to answer questions on how they identified the tracks. • Questions • What type of track is this, a walker, hopper or waddler? • Is there a drag mark in the snow from one track to the next? • Would a squirrel have three long toes? • Where did the tracks come from and where did they go?
Otter Information • Students then came to a small bump on the frozen water of the marsh. It was made of sticks, mud and grass. • Questions • What do you think the bump is? • It is too small for a beaver but you are on the right path? Correct answer- Otter • How many otters do you think live in there? Correct answer- 2-5 • Otters still go into the water under the ice to fish and then back into their dry homes.
Alive Under The Ice • Students then watched a demonstration of cutting a whole in the ice so that mud samples could be taken from the marsh. Later they will investigate it for invertebrates which are still alive and well it the marsh mud. The mud as well as their findings will be returned to the marsh when we are finished.
Alive Under the Ice • Information provided to Students • Invertebrates are living things without backbones. • They are an important food source for fish and ducks and other birds. Some do not stay in this state in the spring and summer, they mature into insects. • A Marsh Monster reference sheet was provided at each station.
Marsh Monster Identification Activity • Students returned inside and formed their same groups of four. Each group was provided with a sample tray containing marsh mud. They also had droppers, tweezers, and a petri dish. They were told to gently pull the mud apart and to see if they could find any living creatures emerge. Students were provided with a reference sheet which consisted of coloured pictures of the Marsh Monsters, a size reference scale, and a brief description of the creature and what it does and feeds on.
Bar Graph to Show Data • Student then were given a bar graph template in which they had to name and label the creatures they found and keep data on the number of each creature found. Students with adaptations could choose to draw the sample or to orally refer to the provided reference sheet and a volunteer would aid in the paper pencil component.
Compare Findings • Students were given the opportunity to show their findings to a different group member and compare their findings.
Report • Back at school the pictures were downloaded into the classes shared file. Using the program, Comic Life and pictures from the shared file, students are to select at least four pictures and corresponding information as to what they learned on their field study of the wetlands.
Assessment • 1. Completion of Track and Scat recording sheet marked on Anecdotal Checklist. • 2. Completion of Bar graph of student’s findings marked on Anecdotal Checklist. • 3. The finished nonfiction report will then be presented to the class.
