Science Unit Plan Final

Katie Edney, Kayla Maloney, Sarah Lyons & Johanna Neumann!
Elementary Science Methods!

Dr. S. Wood!
26 February 2015!
Grade 4 Life Sciences Unit Plan: Fundy Biosphere Reserve/Hopewell Rocks!
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This unit will expand on students understanding of life sciences and will focus on the
Grade 4 New Brunswick Curriculum outcomes for Life Science, as well as the Grade 4 Next
Generation Science Standards. Through engaging in lessons on a specific habitat, The Fundy
Biosphere Reserve and Hopewell Rocks, students will be successful in covering all life sciences
outcomes in the Grade 4 New Brunswick Curriculum Document. !
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Students will be visiting the Hopewell Rocks and the Fundy Biosphere Reserve in order
to better understand and apply knowledge gained in this unit. Students will be assessed
formatively using KWL slips, questionnaires, small and whole group discuss, and think/pair/
share. Students will also be assessed summatively by completing a final creative assignment
either individually or in a group of two. The lessons provided in this document provide insight
into the activities and lessons teachers will be able to conduct within their classroom by studying
the Hopewell Rocks and Fundy Biosphere Reserve. The topics within this unit include an
introduction, an art assignment and lesson, soil erosion and physical environment, animal
population and control, a field trip, and finally, conservation and sustainability. There will be
appendixes attached to the end of this document are additional resources that will be used in
the lessons provided. !
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Tentative Unit Plan Schedule:!
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Mon
Tues
Wed
Thurs
Fri
Week Intro to unit,

Intro to Fundy
1
discovery center Biosphere
Reserve
Calithumpian
theatre
presentation on
habitats
Introduction to
habitat continued
Work period
Week Physical
2
environmenttidal erosion (1
of 1)
Physical
environmenttidal erison (2 of
2)
Physical
environmentcontinued
Physical
environmentcontinued
Work period
Week Animal Pop &

3
Classification
lesson
Animal pop &

ClassificationFood chain
lesson
Animal pop &

classificationflora
Field trip
preparation
lesson
Hopewell
Rocks/Fundy
Biosphere
Reserve field
trip
Week Conservation &

4
sustainability
Conservation &
sustainability
Conservation &
sustainabilityintroduction to
final assignment
Review of final
assignment
Work period!
Week Final
5
assignment
work week
Work period
Work period
work period
Final
assignment
presentations
Teacher: Kayla Maloney!

Elementary Science: Life Sciences: Introduction to Hopewell Rocks!
Grade: 4!
Time: 45 minutes!
Lesson 1 of 14!
Description!
Starting with information the students gathered during the Discovery Centre activity they will be
introduced to the Fundy Biosphere: Hopewell Rocks in greater detail. The class will complete a
KWL Chart and watch a video about Habitats. Following the video the students will get into
groups and discuss which organisms they expect to find at the Hopewell Rocks. They will write
their predictions on chart paper and share with the class. !
New Brunswick Essential Standards and Clarifying Objectives!

Students will be able to:!
- 104-4 compare the results of their investigations to those of others and recognize results may
vary!
- 104-6 demonstrate that specific terminology is used in science and technology contexts!
- 204-1 propose questions to investigate and practical problems to solve!
- 204-3 state a prediction and a hypothesis based on an observed pattern of events!
- 204-6 identify various methods for finding answers to given questions as well as solutions to
given problems, and ultimately select one that is appropriate!
- 205-5 make observations and collect information relevant to a given question or problem!
NGSS Standards!
Grade 4: Earths Systems: Processes that shape the Earth!
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- W.4.7 - Conduct short research projects that build knowledge through ! investigation !
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of different aspects of a topic. (4-ESS1-1), (4-ESS2-2)!
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- W.4.8 - Recall relevant information from experiences or gather relevant information !
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from print and digital sources; take notes and categorize information, and provide
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a list of sources. (4-ESS1-1), (4-ESS2-1)!
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- Make observations and/or measurements to produce data to serve as the basis for !
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evidence for an explanation of a phenomenon. (4-ESS2-1)!
Materials:!
- Hopewell Rocks Discovery Centre !
- SMART Board!
- KWL Chart!
- Chart Paper!
- Markers/Pencil Crayons/Crayons!
- Habitats, 702143, VH (Video)!
- Nature Notes: http://www.fundy-biosphere.ca/en/amazing-places/the-hopewell-rocks.html!
Engagement!
- Before the full introduction to the Hopewell Rocks students will complete a KWL Chart. This
way the teacher can access the students prior knowledge of the Hopewell Rocks and its
Habitat. The students can decide what they WANT to know about the Habitat. The What I
have Learned portion of the chart should be filled out at the end of the lesson.!
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Explanation!
- The students will watch the Habitats video to learn about everything found in a Habitat. This
should provide them with enough basic knowledge on habitats to get them thinking about the
things they may find at the Hopewell Rocks. The teacher will lead a short discussion following
the video to assure the students understand. The teacher will then give a brief description of
the Hopewell Rocks and as a Habitat (Using the Nature Notes from http://www.fundybiosphere.ca/en/amazing-places/the-hopewell-rocks.html) The teacher will provide images to
the students as well using the SMART Board. !
Exploration!
- The students will get into groups of 3-4 and complete an explore activity. The teacher will ask
the students what different types of organisms can be found in the Hopewell Rocks Habitat?
After the teacher poses this question the students will get into their groups, discuss, and
brainstorm ideas. They will then record on chart paper at least 3-5 organisms they think they
can find at the Hopewell Rocks. They may record their answers with words and/or pictures.
Once the students have completed their predictions they will share their charts with the class.!
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Evaluation !
- During the lesson the teacher will circulate the room and make observations. The KWL Chart
will be used as a means of formative assessment. The teacher will be aware of the students
prior knowledge. At the end of the lesson the students will complete the What Have I
Learned portion of the chart. The teacher will also collect the students predictions about the
Hopewell Rocks to gauge their understanding of the Lesson and Video. !
Differentiation!
- For dyslexic student the teacher will ensure that when they provide written text they do not
use italics, double space after periods, justify the text, or write long multi-topic paragraphs.
They will also provide that students text in Open-dyslexic (weighted) font, and print on offwhite colour, using grey rather than black text. http://uxmovement.com/content/6-surprisingbad-practices-that-hurt-dyslexic-users/!
References!
http://www.fundy-biosphere.ca/en/amazing-places/the-hopewell-rocks.html!
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https://www.gnb.ca/0000/publications/curric/grade4science.pdf!
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Teacher: Kayla Maloney!

Elementary Science: Life Sciences: 3D Hopewell Rocks Habitat!
Grade: 4!
Time: 45 minutes!
Lesson 2 of 14!
Description!
To further develop knowledge of the Hopewell Rocks as a Habitat. In groups of 2 students will
create their own Hopewell Rocks Habitat using Visual Art Materials. They will label their Habitats
according to organisms and other elements found at the Hopewell Rocks. This activity will
enforce previous knowledge of Habitats and allow students to visualize the Hopewell Rocks
more efficiently.!

- 104-4 compare the results of their investigations to those of others and recognize results may
vary!
- 104-6 demonstrate that specific terminology is used in science and technology contexts!
- 206-1 classify according to several attributes and create a chart or diagram that shows the
method of classification!
- 206-2 compile and display data, by hand or by computer, in a variety of formats including
frequency tallies, tables, and bar graphs !
- 207-2 communicate procedures and results, using lists, notes in point form, sentences,
charts, graphs, drawings, and oral language!
New Brunswick Visual Arts Outcomes!

Three Dimensional Exploration!
- compare and contrast a two dimensional art work with a three dimensional object!
- use additive and constructive techniques with clay, e.g., slip and score !
Materials:!
use common tools and materials safely and independently with decreasing teacher intervention !
Development of Imagery:!
use a variety of sources to stimulate ideas on art work, e.g., poems, songs, the environment!
use a variety of subject matter in their art work !
Visual Awareness:!
- identify art elements in the natural and manufactured world!
- use a variety of sources for images, such as, memory, fantasy, observation and recording !
NGSS Standards!
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- Analyze and interpret data from maps to describe patterns of Earths features. 4-!
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ESS2-2!
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- Undertake a design project, engaging in the design cycle, to construct and/or ! !
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implement a solution that meets specific design criteria and constraints.!
Materials!
- Clay (Shades of brown, green & blue)!
- Nature Elements (Sand, Soil, Twigs, Bits of trees that look similar to those at Hopewell
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Rocks)!
Cardboard/Shoe Boxes!
Glue Gun!
Tooth picks!
Blank Labels!
Construction Paper!
Writing Utensils !
Hopewell Rocks Video (https://www.youtube.com/watch?v=QD-1njSByyE)!
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Engagement!
- To give students a proper 3D visualization of the Hopewell Rocks the teacher will play this
YouTube video: https://www.youtube.com/watch?v=QD-1njSByyE. This will get the students
engaged and ready to create their own Hopewell Rocks Habitats. [Note: It may be useful to
keep the video on in the background while the students create their habitats/ this way they
can look to it as a reference while they complete the activity] !
Explanation!
- The teacher will give a whole class instruction of the expectations for the 3D Habitat. The
teacher will place the students in groups of 2. Following this the teacher will model how to use
the clay and art materials to create 3D objects. The teacher will also show examples of what
should be labeled in each Habitat. !
Exploration!
- Students will begin creating their 3D Habitats using clay and other art and nature elements.
They should be able to manipulate the clay themselves and create their own labels for the
different elements. The teacher will only help the students with anything considered
hazardous (eg. hot glue gun) Once the students have finished creating the Hopewell Rocks
and all of its elements using the clay they may add natural elements. The final touches will
include setting the sculptures up in cardboard/shoe boxes as a means to display their work
more efficiently. [Its important to note that this activity will likely take a few classes to
complete!] !
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Evaluation!
- The teacher will circulate the room and check in with students as they are creating their
Habitats. Once the students have completed their 3D Habitats completely they will present
them to the class. The teacher will formatively assess the final product. [Specifically the
teacher will be looking to see that the students grasp how the Hopewell Rocks Habitat should
appear, and that all elements labeled are correct. The teacher will also ensure BOTH
students participated equally, and make sure its evident enough work was put in to the final
product] !
Differentiation!
Teacher: Johanna Neumann!

Elementary Science: Life Science: Tidal Erosion (Physical Habitat)!
Grade 4!
Time: 120 minutes!
Lesson 4 & 5 of 14!
Description!
Students will learn about The Hopewell Rocks and how the tide has created Tidal erosion.!

Students will be able to: !
- 204-1 propose questions to investigate and practical problems to solve!
- 204-6 identify various methods for finding answers to given questions as well as solutions to
given problems, and ultimately select one that is appropriate !
NGSS Standards:!
ESS1.C: The History of Planet Earth!
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- Local, regional, and global patterns of rock formations reveal changes over time !
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due to earth forces, such as earthquakes. The presence and location of ! !
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certain fossil types indicate the order in which rock layers were formed. (4-!
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ESS1-1)!
ESS2.A: Earth Materials and Systems!
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- Rainfall helps to shape the land and affects the types of living things found in a region. !
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Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments !
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into smaller particles and move them around. (4-ESS2-1)!
Cause and Effect:!
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- Cause and effect relationships are routinely identified, tested, and used to explain !
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change. (4-ESS2-1), (4-ESS3-2)!
Materials!
- You Tube Video- https://www.youtube.com/watch?v=EnDJ6_XpGfo!
- Hopewell Rocks Bulletin Board!
- Sand!
- Water!
- 6 Rulers!
- 6 Aluminum pans!
- 6 Styrofoam cups!
- Textbooks to prop!
- Masking tape!
- Plastic Lid!
Engagement(10 minutes)!
- Activate prior knowledge about the Fundy biosphere and ask if any students have been to
Hopewell rocks. !
- Get students to talk with a partner about what they think the bulletin board means. What did
they notice about Hopewell rocks? What do the rocks look like? Did they always look like
that?!
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Exploration (15 minutes)!
- Show students YouTube Video and picture of Hopewell rocks and ask them if they think it
always had the same shape? !
- Then show students older picture of Hopewell rocks (Appendix B and C) and ask them why
they think it has a different shape now? Whats different? Ask students to write down their
hypothesis of what happened to the rocks over time and then ask them if they know what
erosion is? What happens at Hopewell rocks every few hours?!
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Explanation (25 minutes)!
- Divide class into 6 different groups and give each student an aluminum pan filled with sand.!
- Next the students will work together in their groups to create different landforms with the
sand. !
- Once they have completed that Students are instructed to tape the ruler near one end of the
pan across it and then tape the Styrofoam cup on top of that. !
- Once that is all in place students will poke a hole in the cup with their pencil so that the water
can slowly drip through it. !
- After that students will prop the pan up on the side with the ruler and cup so that the water will
flow down to the other end creating rivers and deforming the landforms they created. Its also
important to put a plastic lid underneath to catch any overflowing water. !
- Every group will be different because the water goes in different places and creates erosion
with the landforms they had created.!
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Elaboration and Evaluation (30 minutes)!
- Have students complete their own bulletin boards with one side representing what Hopewell
Rocks looks like now and the other side representing what it might have looked like a long
time ago.!
Differentiation!
They will also provide that students text in Open-dyslexic (weighted) font, and print on offwhite colour, using grey rather than black text. http://uxmovement.com/content/6-surprisingbad-practices-that-hurt-dyslexic-users/ !
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Teacher: Sarah Lyons!

Elementary Science: Life Science: Animal Classification and Population!
Grade 4!
Time: 45 minutes!
Lesson 6 of 14!
Description!
Using the information that the students collected during their field trip to the Fundy Biosphere
Reserve (each student chose a specific animal to explore and was given a list of guiding
questions to answer), the class will look at the differences in the habitats and lifestyles of the
various wildlife living in the Fundy region.!
NB Essential Standards and Clarifying Objectives!

frequency tallies, tables, and bar graphs!
- 206-3 identify and suggest explanations for patterns and discrepancies in data!
- 206-6 suggest improvements to a design or constructed object!
- 302-2 describe how various animals are able to meet their basic needs in their habitat!
- 300-1 compare the external features and behavioural patterns of animals that help them
thrive in different kinds of places!
- 302-3 classify organisms according to their role in a food chain!
- 301-1 predict how the removal of a plant or animal population affects the rest of the
community!
- 301-2 relate habitat loss to the endangerment or extinction of plants and animals!
NGSS Standards!
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- Living things affect the physical characteristics of their regions. (4-ESS2-1)!
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- Identify the evidence that supports particular points in an explanation. (4-ESS1-1)!
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- Generate and compare multiple solutions to a problem based on how well they meet !
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the criteria and constraints of the design solution. (4-ESS3-2)!
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- Patterns can be used as evidence to support an explanation. (4-ESS1-1), (4-ESS2-2)!
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change. (4-ESS2-1), (4-ESS3-2)!
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- RI.4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, !
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graphs, diagrams, time lines, animations, or interactive elements on Web pages) !
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and explain how the information contributes to an understanding of the text in !
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which it appears. (4-ESS2-2)!
Grade 4: Mathematics:!
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- MP.4 - Model with mathematics. (4-ESS1-1), (4-ESS2-1), (4-ESS3-2)!
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- MP.5 - Use appropriate tools strategically. (4-ESS2-1)!
Materials!
Clipboard!
Questionnaires!
Encyclopedia!
Field guides!
Bristol boards!
White board!
Smart board!
Engagement!
- Prior to embarking on their scientific journey to the Fundy Biosphere Reserve each student
will choose an animal to explore from a list provided. Each student will be responsible for
collecting information on their animal while on the field trip, then contributing to a class
investigation on animal species and their various habitats. Together the class will devise a list
of pertinent questions, which each student will receive a printed copy of prior to embarking on
the field trip. Students will collect as many of the answers as they can while at the Fundy
Biosphere.!

Upon returning to class the next day the teacher will introduce the days activities:!
Agenda:!
- Short discussion about how animals are classified (so that you can classify your animal).!
- Teacher will explain population chart (which we will fill out together).!
- Continue research on animals using classroom resources/answer remaining questions.!
- Each student will add population number and classification for their animal to the chart.!
- Group discussion about chart.!
- Answer last two sections of research grid.!
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- On the white board, the teacher will tape a handmade bristle board graph, with pictures of the
animals along the X-axis, and population brackets along the Y-axis. Teacher will explain how
each student will input their data into the chart. Students can do so during the research
period.!
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- The teacher will then lead a discussion about how animals are classified, and display a graph
outlining the classification criteria on the Smartboard. During the research period students will
determine the class of their animal (using the provided graph for reference) and list the
classification under the photo of their animal.!

- Student will continue their research on their animals and complete any unanswered questions
using online and classroom resources such as encyclopedias and field guides. During this
period students will also complete their portions of the population and classification chart.
Students who have completed their questions will collect further facts which they find
interesting and wishing to share with the class.!
Elaboration (10 minutes)!

- The teacher will lead a discussion about the population densities of each animal, and ask
students to hypothesize why there are different numbers of each animal.!
- Students will offer suggestions for why there are more or less of certain animals: they are
large so only so many of them can fit in the biosphere, they get eaten by another animal, they
do not have very many babies so there arent many new ones each year!
- The teacher will confirm or correct these theories, and ask thought-provoking questions to get
students to think further about the concepts discussed. Students will be encouraged to think
about each suggestion and how it affects their specific animal. !
Evaluation (5 minutes)!
- Students will complete the second last question on their questionnaire: Explain why there are
more or less of your animal than the other animals we are discussing. What factors affect the
population size of your animal?!
Differentiation!
References!
Van de Walle, J.A., Folk, S., Karp, K.S., & Bay Williams, J.M. (2013). (4th Canadian ed.).
Elementary and Middle School Mathematics: Teaching Developmentally. Toronto, ON: Pearson.!
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Mathematics Grade 5 Curriculum NB: http://www.gnb.ca/0000/publications/curric/

Mathematics_NB_Curriculum_Grade_5.pdf!
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http://www.ipractice.in/definitions/Medical/Biology/Animal-Kingdom/Classification-of-Animals!
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Teacher: Sarah Lyons!

Elementary Science: Life Sciences: Habitat: Food Chain!
Grade 4!
Time: 45 minutes!
Lesson 7 of 14!
Description!
Using the information that the students collected during their field trip to the Fundy Biosphere
Reserve (each student chose a specific animal to explore and was given a list of guiding
questions to answer), students will explore the concepts of food chain and competition for
resources.!

frequency tallies, tables, and bar graphs!
- 206-3 identify and suggest explanations for patterns and discrepancies in data!
- 206-6 suggest improvements to a design or constructed object!
- 302-2 describe how various animals are able to meet their basic needs in their habitat!
- 300-1 compare the external features and behavioural patterns of animals that help them
thrive in different kinds of places!
- 302-3 classify organisms according to their role in a food chain!
- 301-1 predict how the removal of a plant or animal population affects the rest of the
community!
- 301-2 relate habitat loss to the endangerment or extinction of plants and animals!
NGSS Standards!
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- Identify the evidence that supports particular points in an explanation. (4-ESS1-1)!
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- Generate and compare multiple solutions to a problem based on how well they meet !
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the criteria and constraints of the design solution. (4-ESS3-2)!
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- Patterns can be used as evidence to support an explanation. (4-ESS1-1), (4-ESS2-2)!
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change. (4-ESS2-1), (4-ESS3-2)!
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- RI.4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, !
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graphs, diagrams, time lines, animations, or interactive elements on Web pages) !
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and explain how the information contributes to an understanding of the text in !
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which it appears. (4-ESS2-2)!
Grade 4: Mathematics:!
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- MP.4 - Model with mathematics. (4-ESS1-1), (4-ESS2-1), (4-ESS3-2)!
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- MP.5 - Use appropriate tools strategically. (4-ESS2-1)!
Materials!
Clip board!
Questionnaires!
Encyclopedia!
Field guides!
Engagement (10 minutes)!

- Class goes over what they learned yesterday about population densities and possible
challenges that their animals face. Students are asked to share what they believe to be their
animals greatest threat or enemy.!

- Teacher asks students what they think the term food chain means.!
- Teacher gives a brief explanation about the cycle of energy (producers and consumers), and
how the food chain works showing examples from several of the animal classifications
learned in the previous class.!
- Students are asked how they believe that their animals classification or species affects their
role in the food chain, and whether their animal is in a good or bad position within the chain.
Students will be asked what they wrote down for What does your animal eat? this
information will inform their next exercise.!

- Students will be placed in groups of (5) for mini round table discussions on how their animals
interact within the Fundy biosphere.!
- Each group will follow a series of discussions:!
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- What does each animal eat and who are their enemies?!
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- Which animals live near each other, and which rarely meet?!
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- Draw a flow chart showing the food chain that exists among these (5) animals.!
- Remember, some animals may share a position within the food chain.!
Elaboration (10 minutes)!

- Each student will be given a picture of their animal with a piece of tape on the back. One at a
time the students will place their animals picture on a piece of bristle board titled Fundy
Food Chain, placing arrow symbols to represent who it eats and who eats it. Gradually a
map of the Fundy food chain will unfold, as the teacher and class help each other through the
development process using discussion and inquiry. Fact checkers can scour the resource
materials for help with disputed connections.!
Evaluation (5 minutes)!
- Students will complete the last question on their questionnaire: What is your animals role in
the Fundy food chain?!
- Students will hand in questionnaires.!
Differentiation!
References!
Van de Walle, J.A., Folk, S., Karp, K.S., & Bay Williams, J.M. (2013). (4th Canadian ed.).
Elementary and Middle School Mathematics: Teaching Developmentally. Toronto, ON: Pearson.!
Mathematics Grade 5 Curriculum NB: http://www.gnb.ca/0000/publications/curric/

Mathematics_NB_Curriculum_Grade_5.pdf!
http://nationalbiodiversityteachin.com/go-native-start-replacing-the-invasive-species-in-youryard/!
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Teacher: Johanna Neumann!

Elementary Science: Life Science: Hopewell Rocks Field Trip!
Grade 4!
Time: 45 minutes (lesson), full day(field trip)!
Lesson 8 & 9 of 14!
Description!
The purpose of this lesson is for students to prepare for a field trip to the Hopewell Rocks where
they will experience and apply the concepts they learned in class. !

- 108-3 Describe how personal actions help conserve natural resources and care for living
things and their habitats.!
NGSS Standards!
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- W.4.7 - Conduct short research projects that build knowledge through investigation of !
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different aspects of a topic. (4-ESS1-1), (4-ESS2-2)!
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- Local, regional, and global patterns of rock formations reveal changes over time due to !
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earth forces, such as earthquakes. The presence and location of certain fossil t!
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types indicate the order in which rock layers were formed. (4-ESS1-1)!
Materials!
- Scavenger Hunt worksheets (lesson and field trip)!
- 5 cameras (field trip)!
- Sandals or appropriate footwear for beach (field trip)!
- Sneakers or appropriate footwear for nature trails (field trip)!
- Sunscreen (field trip0!
- Bathing suit (field trip)!
- Packed lunches (field trip)!
Engagement!
- Remind students of respecting environment and having fun but being safe. Make sure
students arent littering and come in before the tide.!
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Exploration!
- Students will be divided into five groups and each group will be provided with a camera to do
a photo Scavenger hunt.!
Explanation!
- Students will then be required to go on some of the nature walks around the park and check
for some of the wildlife and endangered species to see if they see any sign of them they will
be given a list (Appendix B) of the wildlife in and around Hopewell rocks.!
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Expansion and Evaluation!
- Teacher will collect scavenger hunt photos and show the class everyones findings and
students will write about what they saw and observed at the park in their journals and then
there will be some sharing time with the whole class.!
Differentiation!
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Teacher: Katie Edney !

Elementary Science: Life Science: Conservation & Sustainability !
Grade 4!
Time: 45 minutes!
Lesson 10 of 14!
Description!
Students will be lead in a lesson about technologies and efforts that the Fundy Biosphere
Reserve uses to help our habitat and about every day technologies that are harmful to our
habitat. This lesson will allow students to comprehend that they have an impact on our
environment. As an enrichment activity, students will create their ideal living situation on the
Biosphere Reserve. Through this activity, the teacher will point out to the class how their ideal
living situations and our every day items have an impact on our environment. !
New Brunswick Essential Standards and Clarifying Objectives !

GCO: Social and Environmental Contexts of Science and Technology!
Students will be able to: !

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- 108-1: identify positive and negative effects of familiar technologies!
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- 206-6: suggest improvements to a design or constructed object!
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- 207-2: communicate procedures and results, using lists, notes in point form, sentences,
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NGSS Standards!
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- Use information from observations (firsthand and from media) to construct an ! !
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evidence-based account for natural phenomena.!
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- Use tools and/or materials to design and/or build a device that solves a specific !!
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problem or a solution to a specific problem.!
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- Generate and/or compare multiple solutions to a problem.!
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- Construct an explanation using models or representations.!
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Materials!
- Smart board lesson!
- Poster board!
- Markers, pencil crayons, other drawing utensils!
- Fundy Biosphere Resources (pamphlets, tourist information, etc)!
- Box of items (water bottles, wrappers, oil containers, wood, etc)!
Engagement & Exploration!

- The teacher will present the students with this situation: You have 1 million dollars to build a
home on the Fundy Biosphere Reserve. You have enough money to have whatever you want.
Think about what things you would buy and use at your new home.!
- The students will work in groups of two to create a poster board drawing of the homes they
have built on the Biosphere. Each group will take two minutes to present their poster board to
the class. !
- Note: Ensure students understand that this is a hypothetical situation. !
- This engagement activity will be elaborated on later in the lesson!
Explanation!
- The teacher will gather students in front of the Smart board for a lesson on helpful and
harmful technologies. !
- Teacher will explain to the class about how our habitat, The Hopewell Rocks, is a part of a
bigger conservation and sustainability initiative called the UNESCO Fundy Biosphere
Reserve. !
- The teacher will show the flow of resources and people who help with conserving this
recognized area (Flow is UNESCO, stakeholders, organizations, local communities,
individuals). !
- As a collaborative effort, the Fundy Biosphere Reserve protects the area from damaging
ecosystems and natural diversity, and neglect. !
- Focus on informing students of the three main areas that form the vision and mission of the
Fundy Biosphere Reserve which are conservation, sustainable development, and capacity
building. !
- Direct students in understanding that capacity building means providing a forum for
dialogue and information sharing between communities and this is achievable by educating
others. This is an important point to focus on since not all students will have the at-home
resources to visit the Hopewell Rocks or Fundy Biosphere Reserve, but it is the teachers
responsibility to inform students that by creating meaningful dialogue that inspires change at
home they are still being active and important members of our society. !
- Students will learn about how, as a society, we can all make an effort to protect environment. !
Elaboration!
- Students will review the poster boards that they made earlier on in the lesson. They will
discuss in groups what kind of impact their homes will have on the Biosphere they built
upon. !
- Students will understand we all have a human impact on the environment around us. Discuss
how to build a home we need wood and building supplies, we need to use natural resources
like oil, and we all want extracurricular items that will have an impact on our environment
(four-wheelers, pools, etc). !
- Note: This portion of the lesson is not to make students feel bad about their wants but is
inclined to bring awareness to how important our habitats are. !
Evaluation!
- Students will be assessed formatively while the teacher circulates the classroom during group
work, and while the teacher is instructing based on participation. !
Differentiation!
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Resources!
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Fundy Biosphere Reserve (website). Information retrieved on February 22, 2015 from: http://
www.fundy-biosphere.ca/en/!
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Teacher: Katie Edney !

Elementary Science: Life Science: Conservation & Sustainability!
Grade 4!
Time: 45 minutes!
Lesson 11 of 14 !
Description!
This is an elaborative lesson to what students learned from their field trip to the Hopewell Rocks
and the every day behaviours that go along with protecting our environment and habitat. This
lesson will also be used to introduce students to the final creative summative assignment.
Students will be given the rubric for their assignment and there will be an open discussion about
potential changes to the marking rubric. Students will be allotted four working classes in order to
complete this task. !
New Brunswick Curriculum Outcomes!

GCO: Social and Environmental Contexts of Science and Technology!
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- 108-3: describe how personal actions help conserve natural resources and care for !
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living things and their habitats!
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- 108-6: identify their own and their familys impact on natural resources!
GCO: Initiating and Planning!

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- 204-1: propose questions to investigate and practical problems to solve!
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- 204-6: identify various methods for finding answers to given questions as well as !
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solutions to given problems, and ultimately select on that is appropriate!
GCO: Communication and Teamwork!

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- 207-2: communicate procedures and results, using lists, notes in point form, sentences,
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NGSS Standards!
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- Use information from observations (firsthand and from media) to construct an ! !
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evidence-based account for natural phenomena.!
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- Use tools and/or materials to design and/or build a device that solves a specific !!
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problem or a solution to a specific problem.!
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- Generate and/or compare multiple solutions to a problem.!
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- Construct an explanation using models or representations.!
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Materials!
- Smart board lesson!
- Centre resources (flowers, seashells, food wrappers, clean containers,)!
- Summative assignment outline!
- Summative assignment rubric!
Engagement & Exploration!
- To engage students in thinking about how to care for the environment. The teacher will set up
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exploration centres that will focus on important decisions about how to treat the organisms in
their environments.!
For this activity, there will be four centres. !
The first centre will have a bouquet of flowers and students will discuss if they should pick
flowers or plants when visiting our habitat. !
The second centre will have food wrappers and the students will discuss what they can do to
protect our habitat from garbage and littering. !
The third centre will have seashells common to the habitat and students will discuss if it
appropriate to keep seashells they find. !
The fourth centre will have empty and cleaned oil containers and students will discuss how
they are protecting the environment by travelling together to our habitat.!
The purpose of this activity is to provide students with the opportunity to demonstrate the
knowledge they gained about conservation by visiting the Hopewell Rocks and from prior
lessons. !
Explanation!
- The teacher will have previously been engaged in listening to what students were discussing
during their exploration activity. !
- During this explanation lesson, the teacher will praise students and inform them on the great
ideas and thoughts that were being generated in the exploration activity. !
- The teacher will guide students in an activity by discussing what they do to conserve their
habitats at home, at school, and in their communities (Smart board lesson)!
Elaboration!
- To elaborate on conservation lessons, students will be introduced to their final summative
assignment Creating and preserving a habitat.!
- For this assignment students will be required to invent a habitat with plants, animals and a
water source, ways to conserve the habitat, options for sustainable development, and
technologies that will be used or allowed in their habitat. !
- The teacher will review the rubric that will be used for assessment with the class and the
class will collaboratively agree or make changes to it. !
- Students will be given the remainder of this class to choose groups and begin brainstorming
ideas for their habitat. !
- Note: Ensure students that using their imaginations to create this habitat is essential and
provide students with the opportunity to create their own plants and animals. The purpose of
this assignment is to combine knowledge acquired during this unit with creative means. !
- This assignment will be further discussed in the next lesson. !
Evaluation!
- Students will be assessed formatively while the teacher is circulating classroom. Teacher will
note student participation and contribution to learning and discussion. !
Differentiation!
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Appendix A- Lesson 6 In-class worksheet questions !
1. Your name:!
2. Name of animal:!
3. What is the approximate population (number) of your animal living within the Fundy ! !
biosphere?!
4. Describe the physical appearance of your animal (size, weight, colours, limbs, other ! !
physical features):!
5. Where does your animal live?!
6. What does your animal eat?!
7. How does your animal travel (swim, fly, walk, crawl, etc.)?!
8. How does your animal protect itself from predators?!
9. Who are your animals enemies?!
10. Is your animal endangered?!
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Appendix B- Lesson 4/5 Tidal Erosion pictures!
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Appendix C- Field Trip Group Scavenger Hunt Assignment!
Scavenger Hunt for Hopewell Rocks!

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1.!
Take a picture with a rock formation!
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Take a picture of a sand dollar or seashell (You can keep these when you find them)!
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Take a picture of a mud hole!
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Find bird tracks from the shorebirds and take a picture of them!
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Find a cave and take a group picture inside of it!
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Take a picture of a scallop shell!
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Take a picture of a recycling bin!

Take a picture of the trees on top of the rock formations (distance picture)

Science Unit Plan Final

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Katie Edney, Kayla Maloney, Sarah Lyons & Johanna Neumann!

Elementary Science Methods!

Week Intro to unit,

Week Animal Pop &

Animal pop &

Animal pop &

Week Conservation &

Teacher: Kayla Maloney!

New Brunswick Essential Standards and Clarifying Objectives!

Teacher: Kayla Maloney!

New Brunswick Essential Standards and Clarifying Objectives!

New Brunswick Visual Arts Outcomes!

Teacher: Johanna Neumann!

New Brunswick Essential Standards and Clarifying Objectives!

Teacher: Sarah Lyons!

NB Essential Standards and Clarifying Objectives!

Explanation (15 minutes)!

Exploration (15 minutes)!

Elaboration (10 minutes)!

Mathematics Grade 5 Curriculum NB: http://www.gnb.ca/0000/publications/curric/

Teacher: Sarah Lyons!

New Brunswick Essential Standards and Clarifying Objectives!

Engagement (10 minutes)!

Explanation (10 minutes)!

Exploration (10 minutes)!

Elaboration (10 minutes)!

Mathematics Grade 5 Curriculum NB: http://www.gnb.ca/0000/publications/curric/

Teacher: Johanna Neumann!

New Brunswick Essential Standards and Clarifying Objectives!

Teacher: Katie Edney !

New Brunswick Essential Standards and Clarifying Objectives !

Students will be able to: !

Engagement & Exploration!

Teacher: Katie Edney !

New Brunswick Curriculum Outcomes!

GCO: Initiating and Planning!

GCO: Communication and Teamwork!

Engagement & Exploration!

Appendix A- Lesson 6 In-class worksheet questions !

Appendix B- Lesson 4/5 Tidal Erosion pictures!

Appendix C- Field Trip Group Scavenger Hunt Assignment!

Scavenger Hunt for Hopewell Rocks!

Take a picture of a recycling bin!

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