SkeletonUnitPlan:TheMagdalenIslands

Grade4
(RevisedMarch1st)

PartA:DetermineEnduringUnderstandings

NextGenerationScienceStandards:

PerformanceExpectations:
3LS21.Constructanargumentthat
someanimalsformgroupsthathelp
memberssurvive.
3LS43.Constructanargumentwith
evidencethatinaparticularhabitat
someorganismscansurvivewell,
somesurvivelesswell,andsome
cannotsurviveatall.

Science&EngineeringPractices:
3LS41.Analyzeandinterpretdata
tomakesenseofphenomenausing
logicalreasoning.

CrosscuttingConcepts:
3LS44.Knowledgeofrelative
scientificconceptsandresearch
findingsisimportantinengineering.
3LS44.Asystemcanbedescribed
intermsofitsinteractionsandtheir
interactions.

NewBrunswickScienceCurricula:

GeneralCurriculumOutcomes:
Bygrade4,studentsshouldbe
familiarwiththebasicneedsofliving
thingsandcanexplorehowvarious
organismssatisfytheirneedsinthe
habitatinwhichtheyaretypically
found.Studentscanbegintolookfor
waysinwhichorganismsinone
habitatdifferfromthoseinothers,and
considerhowsomeofthose
differencesarehelpfulforsurvival.
Theconceptofinterrelatednesscanbe
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expandeduponbylookingatthe
varietyofpopulationsthatexistina
habitatandtheimpactofthelossof
onepopulationonacommunity.

SpecificCurriculumOutcomes:

Knowledge
3021identifyavarietyoflocaland
regionalhabitatsandtheirassociated
populationsofplantsandanimals
3022describehowvariousanimals
areabletomeettheirbasicneedsin
theirhabitats
3001comparetheexternalfeatures
andbehaviouralpatternsofanimals
thathelpthemthriveindifferent
kindsofplaces
3002comparethestructuralfeatures
ofplantsthatenablethemtothrivein
differentkindsofplaces

3011predicthowtheremovalofa
plantoranimalpopulationaffectsthe
restofthecommunity

Skills

2051carryoutprocedurestoexplore
agivenproblemandtoensureafair
testofaproposedideabycontrolling
majorvariables

2055makeobservationsandcollect
informationrelevanttoagiven
questionorproblem
2061classifyaccordingtoseveral
attributesandcreateachartor
diagramthatshowsthemethodof
classification

2062compileanddisplaydata,by
handorbycomputer,inavarietyof
formatsincludingfrequencytallies,
tables,andbargraphs
2063identifyandsuggest
explanationsforpatternsand
discrepanciesindata

STSE
1044comparetheresultsoftheir
investigationstothoseofothersand
recognizeresultsmayvary
1051identifyexamplesofscientific
questionsandtechnologicalproblems
thatarecurrentlybeingstudies
1083describehowpersonalactions
helpconservenaturalresourcesand
careforlivingthingsandtheir
habitats
OtherIntegratedNewBrunswick
CurriculaOutcomes:

GeneralCurriculaOutcomes:

Art:
Artusedasawaytocommunicatemuchof
theunitsmessages/products
Choosefromavarietyofartmediato
expressafeeling,tocommunicatea
messageandrepresentpeople,places
andobjects.

English:

askandrespondtoquestionstoclarify
informationandexploresolutionsto
problems(e.g.,usinganinterview
format)

contributetoconversations,
smallgroupandwholegroup
discussion,showinganawarenessof
whentospeakandwhentolisten

showbasiccourtesiesofconversation
ingroupinteractions
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usepicturesandillustrations,word
structures,andtextfeatures(e.g.,
tableofcontents,headingsand
subheadings,glossaries,structuresof
narrativeandexpositorytexts,key
ideas,andmarginnotes)tolocate
topicsandobtainorverify
understandingsofinformation
recognizethepurposeofclassification
systemsandbasicreferencematerials

SocialStudies:
Studentswillbeexpectedto
demonstrateanunderstandingofthe
interdependentrelationshipsamong
individuals,societies,andthe
environmentlocally,nationally,and
globallyandtheimplicationsfora
sustainablefuture.
Studentswillbeexpectedto
demonstrateanunderstandingofthe
interactionsamongpeople,places,
andtheenvironment.
StudentLearning:

Studentswillsharewhattheyhave
alreadyknowabouthabitats/weather/
climates/plants/animals/rocks
learnedingradethreeNBscience
curriculuminaquestion/answer
periodduringthefirstlessonwiththe
teacher
Studentswillsharewhat/iftheyknow
(anything)abouttheMagdalen
Islands
Studentswillsharetheir
understandingofhabitats/weather/
climates/plants/animals/rocksand
whattheycontain/compriseof
Studentswillcompleteaunitlong
habitatmakingactivityandpresentit
totheclassuponcompletion.Itwill
entailmanyofthethingstheyhave
learnedthroughoutthedurationofthe
unit.
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PartB:AssessmentandEvaluation

AssessmentStrategies
ExitSlip

Item/Lesson

AssessmentTools
Participationand
Comprehension

MagdalenIslands
History/General
HabitatOverview
(Lesson1)
Animals(Lesson3)
Plants(Lesson4)
Rocks(Lesson8)

MiniPresentation

Animals(Lesson3)
Climate(Lesson6)

Participation,General
Understandingofcontentand
materialcovered

Activity:MatchingGame

Ecosystems(Lesson
2)

ParticipationandChecklist

Activity:Diagram/Diorama

Weather(Lesson5)

Checklistofnecessary
componentsandEvaluation
basedoneffort

QuestionandAnswerSheet

Erosion(Lesson7)

Checklist

PeerEvaluationSheet

Presentationof
Habitats(Lesson9)

Checklist

PartC:SequenceofLessons

Lesson
Title/Topic

Outcomes/
Expectations

Assessmentor
Evaluation

Whatwillthe
teacherdo?

Whatwillthe
studentsdo?

1.Magdalen
IslandsHistory/
GeneralHabitat
Overview

Studentsshould
understandand
beableto
explainthebasic
definitionof
whatahabitatis.

Theyshould

Exitslip:

Whatarethe
main
componentsthat
influencea
habitat?

Introducethe
Magdalen
Islandstothe
students.

Discussthe
historyofthe
Islandsandwhy

Listentothe
teacher.

Askquestions
whentheyneed
clarification.
Participatein
discussionand
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2.Ecosystems

understandthat
ahabitat
containsmany
differentfactors
thatinfluence
whyaplantor
animalwould
livethere.

Studentsshould
understandwhat
theMagdalen
Islandsare
(history)and
wheretheyare
found.

Whatisone
interestingfact
youlearned
aboutthe
Magdalen
Islands?

theyareunique.

Explainthemain
componentsofa
habitatbyusing
adiagramonthe
board.

Passoutexit
slip.

Circulatewhile
studentsworkon
slips.

Collectexit
slips.

*Usesmart
board
activities.*

activities.

Filloutexitslip.
Useprevious
knowledgeto
facilitatetheir
learning.

Bringinabox
fornextclassin
ordertostart
theirbuildinga
habitatproject.

Studentsshould
beableto
explainwhatan
ecosystemisand
howitisrelated
toahabitat.
(Thingsthat
dependonthe
otherinorderto
stayalive)

Studentsshould
beabletowork
aspartofa
groupand
contribute.

Studentsshould
befamiliarwith

Activity
Matchinggame
thatexemplifies
thefoodchain
ononeofthe
Magdalen
islands.

Checklisttosee
iftheystudents
canmatchthe
animals
successfully.

Teachabout
ecosystems.

Explaingameto
students.

Circulatewhile
studentsplay
game.

Listentoteacher.

Participatein
game.

Makedecisions
basedonwhat
theyhavejust
learned.

Addanimalsand
otherelementsto
theirhabitat
project.

thedifferent
kindsofanimals
thatcanbe
foundonthe
Islands.
3.Animals

Studentshould
beabletosearch
forinformation.

Howtofind
resourcesand
citetheirwork
properly.

Studentshould
successfully
workinpairs.

Exitslipofthe
resourcesthey
haveusedfor
theirresearch.

Participationat
thelibrary.

mini
presentationin
frontofthe
class.

Talkaboutthe
differentanimals
thatliveinthis
habitat.

Accompany
studentstothe
library&assist
withresearch
questions.

Questionsto
considerfor
theirresearch:
Whatdothese
animalsneedto
surviveinthis
habitat?How
didtheyget
there?Whatdo
theyeat?

Makelabels
withthe
differentanimals
thatliveinthis
habitat,toss
theminthe
bucket,make
studentpickone
labeloutofthe
bucket.They
willhavetodo
theirresearchon
thatspecific
animal.

Studentwillgo
onatriptothe
library.

Studentwill
researchtheir
animalthatwas
choseningroups
oftwo.

Thestudentwill
sharewhatthey
havefoundand
theirsources.
(mini
presentation)

Theywill
illustratethe
animalandplace
intheirhabitat
box.

4.Plants

Thisallows

Assesseach

Talkaboutthe

Listenand
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studentsto
understandwhat
processesthey
need,toinsure
thegrowthofa
plant.

studentforthe
careoftheir
plant.

Anexitslip.
Whattheyhave
learnedabout
theplantsat
MagdalenIsland

differentplants
foundat
Magdalen
island.

Whydothey
growthere.

Giveeach
studentapotand
soilandaseed
tostarttheir
processof
growingaplant.

ifpossiblegive
themaplantthat
growsinthis
habitat.

understandwhy
onlycertain
plantsgrownin
MagdalenIsland

Studentswill
plantaseed.

Theywillwatch
thegrowthofa
plantwiththe
propernutrients.

Theywillhaveto
takecareoftheir
ownplant.

Drawaplantand
placeitintheir
habitatbox

5.Weather

Studentswill
learnhowto
labelthewater
cycleproperly.
Checkthe
weatheronthe
internet.

Studentswill
understandhow
cloudsare
formed,this
mightmealittle
reviewfrom
grade3.

Assessthemon
participation

Makethemdoa
diorama/diagra
monthecycle
ofwater.make
sureitis
labeled.
haveachecklist
toevaluatethis.

Willalso
evaluatethem
ontheireffort.

Whydoesit
rain?

Minireview
lessononwater
cycle

activity:
http://www.weat
herwizkids.com/
experimentswat
ercycle.htm

infoonclouds:
http://www.weat
herwizkids.com/
weatherclouds.h
tm

Makethemdo
theactivity

Makethem
recordthe
weather
(temperature,
precipitation,
sun,cloudy).
Lookup
Magdalen
Islandson
weather
Network.This
willtieinwith
theirclimate
assignment.

6.Climate

Studentswill
understandthe
differentclimate
changeonthe

Collecttheir
data.
Makesurethey
understandthe

Ask:Howisthis
climatedifferent
fromthe
mainland?

Studentwillbe
collectingdata.
Makeanalyses.

7.Erosion

Island.

Studentsshould
beableto
comparedata,
make
hypothesesand
predictions.

Thiswillallow
studentstothink
forthemselves.

comparison.
Askquestions
like:Whydoes
theclimate
differsomuch
fromthe
mainland?

BarGraph

http://www.weat
herwizkids.com/
weatherclimate.
htm
(greatcite
torefertofor
info,activities
andsuch!)

OntheIslands
howdothe
seasonsdiffer
concerning
climate?

Showstudents
andassistthem
incollecting
datafrom
MagdalenIsland
andanotherarea
closebutinthe
mainland.

Giveabrief
explanation
aboutwhatmay
differbutlet
studentdiscover
ontheirown.

Graphtheir
resultsandmake
hypothesis.

Studentswill
completeabar
graphintheir
groupspertaining
tothe
informationthey
havecollected
throughouttheir
researchon
climate

Studentsshould
understandwhat
erosionis.

Theyshould
understandhow
ithappens,why
ithappens,and
whatistheresult
ofithappening.

Understandand
beableto
identifywhat
aspectsofthe
Islandsare
affectedby
erosion.

Activity
Erosion
experiment.
(
http://www.edu
cation.com/scien
cefair/article/er
osionexperimen
t/
)

Givestudents
questionsheetto
followalong
whileteacher
does
demonstration.

Assess
completionof
thedatasheetas
lessons
evaluation.

Explainerosion
tostudents.

Handout
questionsheetto
students.

Perform
experiment.

Collectsheet
fromevery
student.

Listentoteacher.

Askclarification
questions.

Makepredictions
beforethe
experiment.

Answerquestion
sheetduring
experiment.

Record
observations.

Recordresults.

Handsheetinto
teacher.

Addanother
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elementtotheir
habitat.
8.Rocks

Studentsshould
beableto
identifydifferent
typesofrock.

Specific
Outcome:
3015describe
theeffectsof
wind,water,and
iceonthe
landscape

3017describe
natural
phenomenathat
causerapidand
significant
changestothe
landscape.

Exitslipwith
thetypeofrocks
thatcanbe
foundon
Magdalen
Island,Have
themidentify
them.

Bringacouple
rockstoclass,
discuss
classificationof
rocks,howthe
differenttypes
aremade.

Havestudentgo
outandcollect
rocks

Distributeinfo
sheet.(Cheat
sheet)

Makesure
students
understandthe
differences
betweenthe
rocksIbrought
toclass

whattypesof
rocksexistat
Magdalen
Island?

Iwillaskstudent
togooutsideand
collectrocks.

Havethem
observetherocks
andidentifythem
bythehelpof
theircheatsheet,
thelectureand
theirpeers
Fillinthereexit
slipontherocks
thatarefoundat
MagdalenIsland.

9.Presentation
ofHabitats

Studentsshould
beabletouse
properscience
vocabulary
whileexplaining
theirhabitat
projecttoa
smallgroup.

Studentsshould
beabletolisten

Peerevaluation
sheets.

Observation
rubricforthe
teacher.

Circulateand
takenoteswhile
studentspresent
theirfinal
habitatprojectto
thegroup.

Collectstudents
peerevaluation
sheets.

Presenttheir
habitatprojectto
theirgroup.

Listenwhile
membersoftheir
grouppresentto
them.

Filloutapeer
evaluationsheet
10

whileanotheris
presenting.

Students
watchingand
giving
presentation
should
understandwhat
isbeing
assessed.

foreachoftheir
groupmembers.

Handitinto
teacher.

PartD:UDL,DifferentiatedInstruction,BloomsTaxonomy,Tier13,orPLP

UDL:

DI:

UniversalDesignsforLearningwould
dependentirelyonthestudent,and
whattheirexceptionalitycallsfor.
Theunitwouldprovidemultiple
meansofrepresentation,engagement,
andaction/expression,varyingon
whatthestudentneededtobenefit
fromthelessonanditseducational
goals.
Differentiatedinstructionisentirely
possiblewithinthisunitduetothe
waythelessonsaresequencedand
built.
Studentswillhavetheoptionof
producingadiagramordiorama,
dependingontheirlevelofskilland
comfortzone.
Likealladaptationsandchangesto
lessonplans,differentiatedinstruction
dependsontheparticularstudent.
Anexampleofanadaptationthat
couldbemadeinthelastlesson
(Lesson9Presentationof
Habitats)couldbethatthestudent
recordsthemselvesathomeandthe
teacherassessesthevideoinprivate,
ratherthanhavingthestudentdosoin
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frontoftheclass.
PLPs:

Tier13:

BloomsTaxonomy:

IfstudentsweretoneedaPersonal
LearningPlan,theunitwouldneedto
betailoredspecificallytotheir
strengthswhileavoiding
weaknesses/workthattheyareunable
tocomplete.
Assessmenttoolswouldneedtobe
revampedtosuittheirneeds:
However,theymuststillkeepwithin
themarginsofwhatneedstobe
assessed.
Anexampleofanadaptationcouldbe
onlyonequestiontoansweronanexit
slipratherthantwoorthree.
Willapplywhenneededdependingon
individualstudentsneeds.
Teacherwilllearntorecognizewhat
willworkwithcertainstudentsduring
alesson.
Deliveringknowledgethrough
technologyoreasilyrelatablematerial
Actualdemonstrationofknowledge
Forexample,relatebullyingtoareal
lifestory,orshowmathrelated
conceptsbyusingconcrete,everyday
objects
Evaluate/assesslessonsinafairand
justway,shouldbetailoredto
studentswithexceptionalitiestesting
isnottheonlywaytoevaluatea
studentsprogress
Structurelessonstoallowhighand
lowcognitiveactivities,aswellas
offeringmanychoicesforstudentsto
enjoytheirpreferencesforlearning
whenapplicableandpossible

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