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Unit Plan: Salt Marshes

Kara Palmer, Elizabeth Harrison, Wanda Younge, Melissa Babin Grade: 4 Subject: Life Science: Habitats Rationale: This unit will help students explore salt marshes. Students will understand the
physical characteristics of the salt marsh, how this habitat will change with the tide, and which plants and animals live there. Studying salt marshes will directly connect to the curricular subject of Life Science, which focuses on habitats and their inhabitants. In this part of the Science curriculum, students learn about the basic needs of living things and how organisms satisfy these needs in their natural habitats. Students also learn about growth, changes, and life cycles of animals in a specific habitat. The concepts of habitats, populations, food chains, predator/prey relationships, and ecosystems will also be introduced and reviewed. Three days prior to introducing Salt Marshes, the bulletin board (fig 1) is set up in the room, in order to pique their interest. Then, the day before the unit begins, the science display constructed. The children are invited to interact with the display (figs 2, 3) and are told that they will be learning all about tides, salt marshes and the creatures that make the salt marsh their habitat in the unit that they will be starting the next day.

Daily Lesson Plans: 6 Lessons over approximately 10 days

Day 1 & 2 : Introduction to a Salt Marsh -Students will learn what a salt marsh is, what tide change means, and how tides affect a salt marsh. Day 3: Building a Salt Marsh -Students will participate in a hands-on experiment of building their own salt marsh. In doing so, they will learn about the various physical properties of a salt marsh. They will learn about the various plants that thrive in this salty ecosystem and how the changing of the tide will affect the habitat. Day 4: Animals in a Salt Marsh -Students will learn about some of the animals that live in the salt marsh. Exploring these animals will give students an understanding of how they live, what they eat, and how they have adapted to living in this habitat. Day 5 & 6: Insects in a Salt Marsh -Students will learn about the various insects that thrive in the salt marsh and

how those insects have learned to survive and adapt to this salty environment. They will also discover what role certain insects play in the habitat, for example: what is their place on the food chain?

Day 7: A Trip to the Salt Marsh -Students will get the opportunity to experience a salt marsh first-hand by taking

a field trip to Kouchibouguac National Park where they will have a guided tour. This will allow students to learn about the natural state of the habitat and the inhabitants found there, be able to experience the salt marsh first hand by taking a guided tour, and be able to make real time observations of the natural state of the habitats they discover there.
Day 8 & 9 & 10: Final Project- A Day in the Life -Students will demonstrate their understanding through this final differentiated project. They will have a choice of several projects in which they are required to explain the living conditions, challenges, and adaptations of the creatures that live in a salt marsh.

Materials Required:
-Materials for Artifact Box: -pictures of various salt marsh inhabitants, A Day in the Salt Marsh by Kevin Kurtz, insect specimens from Kouchibouguac National Park, insect net, jar of sea water, magnifying glass, salt, jar of salt marsh sand -Materials for Timeline: -meter stick, pencil, marker, long piece of paper (3 meters long) -Materials for Salt Marsh Experiment (for each group of 3): -Paint roller pans, modelling clay, mud or sand, small sticks, clipped evergreen or shrubbery, premade tiny flowers, watering can, green construction paper, small sponges -Artifacts borrowed from Kouchibouguac National Park: -Insect specimens, Blue Heron beak -Materials needed for Who Am I- Insect game: -cue cards, hole punch, string, marker -Science Journals -SMART Board Access -Video on Tides: http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/160350/00076708.html -Video on Blue Heron: http://www.youtube.com/watch?v=2kacK97LrrQ -Diagrams of Salt Marshes http://en.wikipedia.org/wiki/File:Salt_pannes_and_pools_high_and_low_tide.gif. http://sherpaguides.com/georgia/barrier_islands/images/Profile_of_Salt_Marsh.gif

fig 1:Bulletin

Board Display (3 days before start of unit)

Fig 2

Salt Marsh Display (set up one day prior to unit)

Fig 3

Lesson Plan #1: Introduction to a Salt Marsh

Unit: Salt Marsh Grade: 4 Duration: 2 x 45 mins periods Subject: Life Science

NB Curricular Objectives:
STSE 205-5: Make observations and collect information relevant to a given question or problem STES 302-1: Identify a variety of local and regional habitats and their associated populations of plants and animals Mathematics Connection SS1:Read and record time using digital and analog clocks, including 24-hour clocks. Language Arts Connection: GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

NSES Objectives:
-Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -Organisms and environments.

Content to be taught in this lesson:

Children will learn what a salt marsh is, what tide change means and how tides affect a salt marsh.

Engagement: (15 mins)

Materials: - Artifact Box: (containing pictures of various salt marsh inhabitants, book entitled: A Day in the Salt Marsh, insect specimens from Kouchibouguac National Park, insect net, jar of sea water, magnifying glass and salt, jar of salt marsh sand) - Teacher presents the artifact box and has the students sort and identify the contents with the goal of discovering the topic of the new unit of study. As a group, a list of the items is compiled on large chart paper along with suggestions of the theme. - Teacher shares that the unit will be a study of salt marshes and holds up the book, A Day in the Salt Marsh.

Exploration: (15 mins)

Materials: - Book: A Day in the Salt Marsh (Kevin Kurtz)

Teacher introduces the book, A Day in the Salt Marsh by doing a picture walk. The first couple of pages are read, and the teacher begins a discussion about the importance of tides to a Salt Marsh (What makes the water level change in the Salt Marsh?).

Group brainstorm about possible explanations (think, pair, share) Possibilities are listed on the chart paper.

Explanation: (15 mins)

Materials: - video on tides: http://glencoe.mcgrawhill.com/sites/dl/free/0078778026/160350/00076708.html

Teacher shows video on tides to explain what a tide is. Students each share one important thing they learned with an elbow buddy. Students suggest adjustments to chart paper to reflect new learnings about tides. Discussion about connection of tides with salt marshes. (Now that we know what the tides do, can we explain the tides movement in the marsh over 24 hrs?) (think, pair, share)

Elaboration: (30 mins)

Materials: - one long piece of paper (for a timeline) (3 meters long) - meter stick - pencil, marker Students produce a timeline, covering 24 hrs, showing how the water level (tide) changes over that period of time. (hourly markings, along with drawings showing the water level change at each hour of time) *this timeline is put on display for future additions*

Evaluation: (15 mins)

Instructions: Students are asked the following question on an exit slip in their science journal: Materials: Science journal, writing utensils. When we look at a Salt Marsh throughout one full day, the water level changes a lot! Why is it full of water sometimes and muddy 12 hours later? What makes this happen? Can you explain it? (with words, pictures or both) Accommodations: Artifact Box: Bodily-kinesthetic, Intrapersonal, Naturalist learners Book A Day in the Salt Marsh: Verbal-linguistic, Naturalist learners, Visual-spatial learners Video of Tide explanation: Visual-spatial, Verbal-linguistic learners Think/pair/share brainstorm: Verbal-linguistic, Interpersonal learners Timeline: Bodily-kinesthetic, logical-mathematical, visual-spatial learners Exit slip: verbal-linguistic, naturalist, Intrapersonal learners

Lesson Plan #2: Building a Salt Marsh

Unit: Salt Marsh Grade: 4 Science Duration: 45 minutes NB Curricular Objectives:
STSE 204-3: State a prediction and a hypothesis based on an observed pattern of events STSE 205-10: Construct and use devices for a specific purpose STSE 302-1: Identify a variety of local and regional habitats and their associated populations of plants and animals STSE 300-2 Compare the structural features of plants that enable them to thrive in different kinds of places Art Connection Materials and Techniques: Choose from a variety of art media to express a feeling, to communicate a message and represent people, places and objects. - Use additive and constructive techniques with clay Language Arts Connection GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Subject: Life

NSES Objectives:
-Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -The characteristics of organisms -Organisms and environments.

Content to be taught in this lesson:

Students will come to understand the physical properties of a salt marsh. They will learn how build a visual representation of this natural environment by working in groups to make a salt marsh in a pan. Children will learn how some plant species, such as certain grasses, have adapted to the daily tides and the levels of salinity in salt marshes. Several grasses can be found in a salt marsh because they can differ in their tolerance to high salinity. Nearest to the seawater of the ocean is a zone of grass called the salt marsh cordgrass. Cordgrass (Spartina alternaflora) is a very tall grass that is the dominant plant of the salt marsh because it is one of the few plants

8 that can tolerate the salt water. Closer to the shore, grows a shorter, thinner grass in the zone called the salt-meadow cordgrass. Glasswort grows in this zone, which is a grass that forms thicker mats and changes to bright colors in the fall. Higher up on the shore is the salt reed zone, where a tall yellow-brown grass will grow. This grass cannot withstand the salty water of the ocean, which is why its found closer to shore. Areas in this part of the salt marsh will also have small trees and shrubs growing around them. Flowering plants such as sea lavender, salt-marsh aster, blue-eyed grass, and groundsel-tree plants grow in the salt marsh as well. They can be found along the beaches of the salt marsh. These plants have very good drainage and can survive in the salty waters of the marsh.

Engagement (5 minutes)
Materials: - Book: A Day in the Salt Marsh (Kevin Kurtz) - Teacher begins a discussion that encourages students to share something that they learned about salt marshes from the last lesson. T can show students some pictures from the book that they read yesterday to spark their memory.

Exploration (5 minutes)
Materials: - Book: A Day in the Salt Marsh (Kevin Kurtz) - Teacher shares section of the book about cordgrass with the students and explains that today we are going to learn about many of the plants that live in the salt marsh.

Explanation (10 minutes)

Materials: - Simple diagram of a salt marsh that identifies the primary regions that are found in this environment. This may be a poster or an animated diagram from the following website: http://en.wikipedia.org/wiki/File:Salt_pannes_and_pools_high_and_low_tide.gif. - Another good diagram can be found here: http://sherpaguides.com/georgia/barrier_islands/images/Profile_of_Salt_Marsh.gif - Teacher shows the students the salt marsh diagram and points out the water from the ocean or estuary, pools of water, low marsh areas, high marsh areas, cordgrass, plantation, etc. The animated diagram allows students to see the rising and falling of the tide and how it affects the plants of the salt marsh. - Divide the class into groups of three and tell them that today we are going to make our own mini salt marshes.

Elaboration (20 minutes)

Materials: - Salt marsh in a pan materials: One paint roller pan for each group, enough modelling clay for each group to cover of the slanted area of their pan

9 mud or sand to cover of the slanted area of their pan small sticks to represent cord grass in each groups pan clipped evergreen shrubbery to represent trees and shrubs premade tiny flower (can make these by using a toothpick for the stem and a small sticker for the flower) watering can little squares of green construction paper to represent sea lettuce small sponges to fit across the width of the tray

- Teacher will demonstrate how to make a salt marsh in a pan by modelling it as they give the instructions. Instructions: 1. Spread a 1 cm layer of modelling clay across the slanted part of the pan. 2. Closest to the bottom of the slanted area, place a couple rows of tall sticks to represent cord grass. - Teacher will take some time to explain that cordgrass is a very common plant in the salt marsh. It is closest to the water because it is able to live in water with a high level of salinity. 3. Behind the clay, cover the rest of the slanted area of the tray with mud or sand. 4. A short distance behind the cordgrass, place some shorter sticks to represent glasswort. - At this time, the teacher will explain that glasswort is another common plant in the salt marsh. It is thinner than the cordgrass and grows farther away from the water. 5. At the back of the sandy/muddy area of the pan, add the flowers and place some evergreen shrubbery to represent trees and shrubs. - The teacher will take this time to explain to the students that small trees, shrubs and flowers such as sea lavender live close to the shore because they cannot live in salty water. 6. Place small sponges in front of the clay (in the bottom part of the pan) to represent the marsh. - Teacher will explain to students that this part of the marsh absorbs much of the water as the tide comes in. 7. Add some water to the bottom of the pan to represent the ocean. 8. Use a watering can to add water to the ocean and watch as the tide comes in. - Teacher will explain that as the tide comes in, the water is absorbed in the marsh, and the

10 grassy areas become submerged. 9. Add some small pieces of green construction paper to the ocean to represent sea lettuce and water it with the watering can again. - Before they add the water, teacher will ask the students to predict what they think will happen when the water is added. - Teacher will explain that sea lettuce is a type of algae that lives near the oceans coast. As the tide comes in, it will float closer to shore and get stuck in the grass. It becomes a great food source for small organisms that live in the marsh. 10. Clean up time!

Evaluation (5 minutes)
Materials: Small piece of paper for each student - Teacher will have students complete a Jot-Pair-Share. They will jot down three fun facts that they have learned about the salt marsh today. - Students will share their fun facts with a partner. - Students will pass in their fun facts to the teacher so they can assess the childrens understanding of the salt marsh environment.

Accommodations
Discussion: Verbal-linguistic, intrapersonal, and interpersonal learners Book Share: Verbal-linguistic, visual-spatial, and naturalistic learners Learning from a diagram: Visual spatial and logical-mathematical learners Salt Marsh in a Pan activity: Bodily-kinesthetic, visual-spatial, naturalistic and interpersonal learners Jot-Pair-Share: Interpersonal, intrapersonal and verbal-linguistic learners

Lesson Plan #3: Animals in the Salt Marsh

Unit: Salt Marsh Grade: 4 Duration: 45 mins NB Curricular Objectives:
STSE 204-1: Propose questions to investigate and practical problems to solve.

Subject: Life Science

11 STSE 302-1: Identify a variety of local and regional habitats and their associated populations of plants and animals STSE 302-2: Describe how various animals are able to meet their basic needs in their habitat STSE 300-1: Compare the external features and behavioural patterns of animals that help them thrive in different kinds of places Mathematics Connection SS1:Read and record time using digital and analog clocks, including 24-hour clocks. Language Arts Connection GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

NSES Objectives:
-Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -The characteristics of organisms -Organisms and environments.

Content to be taught in this lesson:

Children will learn about some of the animals that live in the Salt Marshes, how they live, what they eat, and how they have adapted to living in this habitat.

Engagement: (5-10 mins)

Materials: - Video of Blue Heron: http://www.youtube.com/watch?v=2kacK97LrrQ Teacher tells the students that they will be learning about some of the different animals that live in the Salt Marshes, how they survive and what adaptations they have which allow them to live there. Teacher explains that they will see a short video clip of an animal that makes the Salt Marsh its home.The Blue Heron. Blue Herons love low tide because all kinds of small fish have gathered there (to protect them from larger fish). They wade through the shallow water and have their lunch! Teacher shows video.

Exploration: (10 mins)

Materials: - Book A Day in the Salt Marsh

Teacher revisits the book, A Day in the Salt Marsh and specifically focuses on the

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pages and pictures detailing the various animals that make the Salt Marsh their home or feeding ground. Group discussion about some of the animals seen and how they feel these animals have adapted to life in the Salt Marsh. Ideas are shared on the chart paper.

Explanation: (15 mins)

Materials: - artifacts (borrowed from Kouchibouguac National Park): Blue Heron beak. - pictures and write-ups of the following creatures: Periwinkle Snail, Great Blue Heron, Osprey, River Otter, Clapper Rail, Oysters. (see attached document entitled Salt Marsh Animals) - sticky notes, pencils

Teacher explains to students that they will be becoming investigators and teachers today! They will be learning more about some of the Salt Marsh animals and teaching what they have learned to the other students. At each of 6 tables, there is a Salt Marsh creature to learn about. The students are divided into groups of 3 or 4 (pre-determined groups by the teacher). Each group is designated a table, where they read and investigate about their animal/creature (approx. 5 mins) (jot/pair/share details on sticky notes) Teacher has a chart made up listing all of the animals. Students return to carpet area, attaching their sticky note observations under each animal title. Each group takes a turn presenting their animal to the rest of the class.

Elaboration: (10 mins)

Materials: - timeline (previously started) - pencil, marker Students will draw pictures of their creatures on the timeline, showing the activities that they do at either low or high tide. *this timeline is put on display for future additions*

Evaluation:(5 mins)
Instructions: Students are asked the following question as an exit slip in their science journals: Write or draw a creature that lives in the Salt Marsh. Why did you choose this animal? What makes this creature interesting?

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Accommodations: Video of Blue Heron: Visual-spatial, Verbal-linguistic learners Book A Day in the Salt Marsh: Verbal-linguistic, Naturalist learners, Visual-spatial learners Animal learning centers: Bodily-kinesthetic, Interpersonal, Naturalist, Intrapersonal learners Learning presentations: Bodily-kinesthetic, Interpersonal, Verbal-linguistic learners Exit slip: Intrapersonal, Visual-Spatial, Verbal-linguistic, Naturalist learners

Lesson Plan #4: Insects

Unit: Salt Marsh Grade: 4 Duration: 2 x 45 mins periods Subject: Life Science

NB Curricular Objectives:
STSE 204-1: Propose questions to investigate and practical problems to solve STSE 205-5: Make observations and collect information relevant to a given question or problem STSE 300-1: Compare the external features and behavioural patterns of animals that help them thrive in different kinds of places STSE 302-1: Identify a variety of local and regional habitats and their associated populations of plants and animals STSE 302-2: Describe how various animals are able to meet their basic needs in their habitat STSE 302-3: Classify organisms according to their role in a food chain Language Arts Connection GCO 8: Students will be expected to use writing and other forms of representation to

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explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

NSES Objectives:
-Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -The characteristics of organisms -Life cycles of organisms -Organisms and environments.

Content to be taught in this lesson:

Students will learn about the various insects that thrive in the salt marsh and how those insects have learned to survive and adapt to this salty environment. They will also discover what role certain insects play in the habitat, for example what is their place on the food chain. Insects to be discussed: Butterfly (Salt Marsh Copper). This butterfly has larger black spots on the upper and lower sides of the wing. The undersides are yellow and orange. They are found in New Brunswick, along the Gulf of St. Lawrence, and coastal areas of Prince Edward Island. This particular species is limited to salt marshes where they are very common. The adults can be found in drier parts of the salt marsh where the host plant (Eged;s Silverweed) is found along low-marsh grasses. The adults will also nectar on the Sea Lavender, which is found along the beaches of the salt marsh. Salt marsh grasshoppers are said to account for some of the use of the cord grass. The majority of cord grass is broken down and consumed by fungi and bacteria, while this species of grasshopper consumes about 10%. This grasshopper is very unique because it has adapted to the harsh conditions of the estuary. Changing oxygen levels, changing temperatures, and changing salt levels make the marshes of the estuary/ocean a harsh environment to adapt to. These grasshoppers will climb the tips of the tall cord grass while the tides rise to avoid the advancing water and the coming predators. The Common Green Darner is a dragonfly found in the salt marshes. This dragonfly is a long and narrow insect with bright green head and thorax with a blue abdomen. This species feeds during the day or at dusk in environments like marshes where a variety of smaller insects such as mosquitoes will be found. These dragonflies will lay their eggs in the stillwater of the marsh. The salt marsh beetle (Ophraella) cannot survive in the salty waters and are more abundant along the higher levels of the salt marsh where shrubs typically grow. This herbivorous beetle is very small and a yellow-brown colored beetle that will feed on the shrubs and shorter grasses and become prey to larger insects or crabs. Mosquitoes are typically found throughout the salt marsh. They are very small

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insects which are dark in color. They typically breed in the upper regions of grassy salt marshes where the cord grass grows. The mosquitoes will lay clutches of 100-200 eggs in the high water line of the salt marshes. When the salt marshes are flooded with high tides, the egg larvae are provided with an abundant of food supply. These mosquitoes are a food source for the dragonflies and other larger insects. The Greenhead Fly, also known as the salt marsh horse fly is one of the most abvious marsh insects. They are a nusicance to people because of its painful bite. They are a large fly with a bluish black body and green compound eyes. This fly will lay its eggs on salt marsh grass in large hatches. After hatching, the larvae crawls down the grass and gets washed off into the moist soil. They live in the marsh soil for 1-2 years. The adult flies will feed on insect larvae, snails, worms and decaying matter.

Engagement: Day 1
Materials: Insect specimens, bug net, tilley hat, boots, chart paper -15 minutes -Teacher presents a dramatization of the insects by unexpectedly coming into class in costume with a net, back from your hunt for insects. Explain the things you have prepared for your journey and what you will be looking for (introduce names of insects). -Next present the students with insect specimens, saying what you found on your journey. Briefly introduce each insect by dramatizing how the insect would move in the habitat, etc. -Allow students to discuss with an elbow partner what they would like to find about these insects and questions they have about insects living in the salt marsh. Students can choose a question to write on chart paper.

Exploration:
Materials: - Insect Specimens, information on each insect (see above content to be taught), paper and pencil -15 minutes -Get students to form small groups of 3 and Think-Pair-Share in order to make predictions about how the insects fit into the ecosystem of the salt marsh. What do these insects do during low tide/high tide?, How have they adapted to the salty environment of the marsh? -Students remain in their groups of 3 and move through the classroom to have an open-ended exploration of the insect specimens at different tables.

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-They can read through the information provided for the insects and discuss which ones spark their interest the most.

Explanation:
Materials: book entitled A Day in the Salt Marsh, paper and pencil.

-15 minutes -Students gather as the teacher reads the section of A Day in the Salt Marsh, which discusses the insects found in the salt marsh. Students will confirm their predictions made about each insect. -Students share what they learned or found surprising about the insects with an elbow buddy (Partner talks). -Teacher gives the groups of 3 about 2-3 minutes for a QuickWrite. Students write about what they learned (their role in the ecosystem) and found most important about their favorite insect.

Elaboration: Day 2
Materials: - cue cards with insect names written, string (Who Am I? Game)

-15 minutes -Each student is given a cue card with an insect name written on it and a string tied around the card. The students cannot look at the name written. They are to wear the card as a necklace, placing the card on their back so they cant see it. -Students find a partner in the room and must take turns to try and guess what insect they are. They can only ask yes or no questions to their partner, Can I fly?, Am I colorful?, Do I eat smaller insects?, etc. -Once students have guessed what insect they are, the other student takes their turn. -Students regroup as a whole class and discuss what they liked/disliked about this activity and what they learned.

Evaluation:
Materials: paper templates below, pencil, crayons -20 minutes -Students will help make a class flipbook about insects at the salt marsh. Each student is given the paper templates below and are to choose an insect they have discovered from this lesson. -They are to draw a picture of that insect in the area of the salt marsh where they live. Beside their drawing will be a brief description of the insect with interesting facts they have learned about that insect. -Once all students are finished their flip book page, the teacher assembles all pages into a flip book that can be viewed by the class.

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Accomodations: Present a dramatization: Bodily-Kinesthetic, Verbal-Linguistic, and Interpersonal learners Think-Pair-Share: Verbal-Linguistic and Interpersonal learners Open-ended exploration of insects: Bodily-Kinesthetic, and Naturalist learners Partner talks: Interpersonal learners Read a story: Verbal-linguistic learners QuickWrite: Verbal-linguistic, and Interpersonal learners Who Am I- Insect game: Bodily-Kinesthetic, Verbal-Linguistic, and Interpersonal learners Flipbook: Spatial, Verbal-Linguistic, Intrapersonal and Naturalist learners

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Lesson #5: A trip to the Salt Marsh

Unit: Salt Marsh Grade: 4 Habitats Duration: A full morning 8:30-12
NB Curricular Objectives:
STSE 104-4: Compare the results of their investigations to those of others and recognize results may vary STSE 108-3: Describe how personal actions help conserve natural resources and care for living things and their habitats STSE 205-5: Make observations and collect information relevant to a given question or problem STSE 300-2: Compare the structural features of plants that enable them to thrive in different kinds of places STSE 301-2: Relate habitat loss to the endangerment or extinction of plants and animals STSE 302-1: Identify a variety of local and regional habitats and their associated populations of plants and animals STSE 302-2: Describe how various animals are able to meet their basic needs in their habitat

Subject: Life Science:

Language Arts Connection GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

NSES Objectives: -Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -The characteristics of organisms -Life cycles of organisms -Organisms and environments Content to be taught in this lesson: Students will be able to experience the salt

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marsh first hand by taking a guided tour and being able to make real time observations of the natural state of the habitat. A field trip to Kouchibouguac National Park. Permission Slip Handout see Appendix ___

Engagement (45 minutes): Upon arriving to the National Park students will be able to explore the new Visitors Center where there is a detailed exhibit about the park. There are many things to see, learn, touch, and watch. They will be allowed to roam free around the room for fifteen minutes. The students will have developed an interest for the various display items that hopefully we can discover further in the park. Next the students can all go into the small theater and watch the 2013 video about the Parks natural habitats and all the activities that happen in the park. In this video they will be able to see spectacular aerial views of the salt marsh and the other areas of the park. They will also get to see some of the animals that live in these habitats. The video is about 17 minutes long. Then everyone will all get back on the bus where they will go to the Salt Marsh Trail (about a 5 minute drive) and meet the interpreter for the guided walk of the salt marsh. Exploration (1 hour): Philip Andr meets Teacher and students at the Salt Marsh Trail where they begin their exploration of the real salt marsh. Philip Andr will explain to the class all the different things they see along the trail and throw in some really interesting facts such as why the salt marsh smells bad. They will have the chance to feel wildlife and look through binoculars. The trail itself is only a 0.5 km boardwalk so it is easy for all to get through. The teacher will have explained to the interpreter the final project the students will be doing so that he can make his presentation helpful for the students. He will include lots of information about how the wildlife interacts with their habitat. Explanation (15 minutes): Materials: Snacks (brought from home) After they have explored the salt marsh, the students will be in need of a quick snack break. They will drive to Kellys Beach picnic area (2 minute drive) where they will sit and have a snack right beside the salt marsh.

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During snack time, they will discuss the things they learned in the morning. This will give the students time to digest the information and have a relaxing moment doing a pair share about their favorite aspects of the guided walk. Elaboration (25 minutes): Students will now be able to go for a walk down the Kellys boardwalk where they can walk directly over the salt marsh. They will go down on to the beach where they will be able to observe the plants and insects up close and at their own pace. The students will be encouraged to walk around and discover the flora and fauna they have been studying. They can even take off their shoes and get their toes wet in the nearby estuary! After exploring, as a class, the different side of the salt marsh, they return to the school. Evaluation (10 minutes): Materials: Science journal Students will write and/or draw in their science journal about their morning. They can describe something new they learned, the most interesting observation they made, and/or anything else that really peaked their interest during the trip. Accommodations: Walking in park with guide: Bodily-kinesthetic, Interpersonal, Verbal-linguistic, Naturalist learners Video: Verbal-linguistic, Visual-spatial Pair/share during snack time: Intrapersonal, Verbal-linguistic, Interpersonal learners Exit slip: Intrapersonal, Visual-spatial, Verbal-linguistic learners

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Permission Slip Kouchibouguac National Park Rexton Elementary School Dear Parent/Guardian, Our class 4B has planned a very special field trip and would like permission to take your child. The trip will take place May 14, 2014. The bus will be leaving the school at 8:30 am and will be returning to the school at 11:40. We will be going to Kouchibouguac National Park to take part in a guided walk about the salt marsh. This is a unit we have been spending a lot of time on in class. To give permission for your child to attend, please sign the bottom portion of this form and have your child bring it to school in his/her agenda by May 10, 2014. Students will need to bring their own snack for the morning. Some other items that could be useful the day of the trip would be sunscreen, bug repellant, a hat, sneakers (as we will be walking throughout the day), an extra set of clothes (in case of emergency), and a water bottle. Please dress your child appropriately for the weather as a portion of our morning will take place outside. Thank you for your cooperation, Miss. Example teacher Date: May 2, 2014

Cut along this line and return to class -------------------------------------------------------------------------------------------------------Childs name ___________________________________ (Last) (First) I give permission for my child to attend with 4B and staff, a field trip to Kouchibouguac National Park on May 14, 2014. I can be reached at (____)______________ (phone number) during the hours of the field trip. ______________________________________ Signature of parent/guardian ________________ Date

Lesson #6: Final Project A day in the life

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Unit: Salt Marsh Grade: 4 Duration: 3-4 x 45-minute periods

Subject: Life Science: Habitats

NB Curricular Objectives: STSE 204-1: Propose questions to investigate and practical problems to solve STSE 205-5: Make observations and collect information relevant to a given question or problem STSE 302-2: Describe how various animals are able to meet their basic needs in their habitat STSE 302-3: Classify organisms according to their role in a food chain STSE 300-1: Compare the external features and behavioural patterns of animals that help them thrive in different kinds of places Mathematics Connection SS1:Read and record time using digital and analog clocks, including 24-hour clocks. Language Arts Connection GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. GCO 9: Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes Music Connection GCO 2: Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes. Art Connection Materials and Techniques: Choose from a variety of art media to express a feeling, to communicate a message and represent people, places and objects. NSES Objectives:

-Content Standard C: As a result of activities in grades K-4, all students should develop understanding of: -The characteristics of organisms -Life cycles of organisms -Organisms and environments.
Content to be taught in this lesson: The students will understand living conditions, challenges and possible adaptations that creatures that live in the salt marsh face. DAY ONE: Engagement: Materials: Smart Board

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Teacher will start a discussion on what we have learned over the past couple weeks. What were some of your favorite creatures that live in the salt marsh? Why? What did we learn at the park? Students each think of their favorite creature. Explanation: Materials: SmartBoard, Handout Choice Box Teacher explains that they will be doing a project based on their favorite creatures. They can do this individually or in small groups (of up to four students). Teacher hands out the choice board so students can have a look at the possible projects they could do. Teacher will explain each option in some detail so the students will understand what is required of them for each option. Students can then decide what they wish to do and get into their small groups etc. Exploration: Materials: Handout Choice Box, Science notebook, Pencils Teacher can do a model brainstorm on the board about a creature no one has chosen to show the students what they need to do. The teacher and class together will work at filling in all the criteria for the project about the chosen creature. After students have chosen their project they can make a brainstorm in their notebooks of what they already know and will include in their project A Day in the Life. They will organize their information deciding what they still need to find out. Teacher will explain that the class will be going to the computer lab in the next science period, but brainstorms must be completed prior to having computer lab time. Explain that the brainstorms will inform the research to make the use of time more effective. DAY TWO Elaboration: Materials: Brainstorms from previous lesson, Choice Box Handouts, computer lab Students will go to the computer lab and research any information they need to find out about their creature. They will take note of the websites they used and will make a list of them to hand in with their projects. Students will have twenty minutes to do research. In the following twenty-five minutes of the class students will return to the classroom where they will assemble their projects and prepare to present their choice project. Teacher will circulate to ensure students are on the right track and stay on task. If required this can be continued in the next period before presentations take place. DAY THREE

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Evaluation: Students will present their projects and watch their peers present.

Checklist for Choice Project: A Day in the Life

Your project should include in some way all of the following: Which animal/plant/insect youve chosen. What they like to eat. How they interact with the salt marsh. Why the salt marsh is important to them. What does your creature like to do? What is special about your animal/plant/insect?

Accommodations: Selection of favourite creature: Intrapersonal, Naturalist learner Offer of choice board activities: Intrapersonal, Logical-mathematical, Visual-spatial, Bodilykinesthetic, Musical, Verbal-linguistic, Interpersonal, Naturalist learners (everyone) Teacher models graphic organizer: Visual-spatial, Verbal-linguistic learners Computer lab: Logical-mathematical, Visual-spatial, Verbal-linguistic, Intrapersonal, Naturalist learners

Handouts Salt Marsh Animals/Creatures (for lesson #3)

1. Periwinkle Snail: Like all snails, periwinkle snails make the shells they live in. Unlike some other animals, periwinkle snails can be found in the marsh at both low and high tide. One of these snails can live on one blade of cord grass for its whole life! During low tide, it crawls down to the base of the blade of grass to eat the algae attached to the bottom. At high tide, to avoid

25 the rising water, it climbs to the tip of the blade and waits patiently for the water to go back down again.

2. Great Blue Heron: Great Blue Herons are one of many types of wading bird that live in the Salt Marshes. Their long legs allow them to stand in water a few feet deep for prolonged periods of time as they wait patiently for a fish to swim by. They can then dive their heads quickly into the water with their snake-like necks. Great Blue Herons dont sink in the mud because they have long toes and webbed feet (kind of like a snowshoe).

3. River Otter: They love eating fish and enjoy the selection of fish they can find in a Salt Marsh. They can also be found in freshwater (lakes and river, not ocean water), but have no problem swimming in salt water too. Their webbed feet make them excellent swimmers, so they can often be found fishing during high tide. River Otters dont only work though; they love to play too! Young otters can often be found splashing and playing in the water.

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4. Oysters: Young oysters find a hard surface to attach to (often another oyster along the bank of the salt marsh) and stay there for their entire life. When the tide is high, the oyster opens his shell to eat algae and other small plant material in the water. As the water recedes (goes down), the oyster closes its shell (trapping some of the water inside) to allow him to survive in the air. The fact that the oysters often attach themselves to the bank of the marsh helps to keep the mud from eroding, which allows the cord grass to grow better!

5. Osprey: They build perches in high places (like trees etc) Osprey like to circle high above the water and have keen eyesight in order to see fish below. They are a raptor, which means they are a bird of prey. When they spot a fish, they very quickly swoop down into the water. With razor sharp talons, they grab the fish and take it back to their nest to eat.

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6. Clapper Rail: This bird is a small bird that eats small fish but also can be a victim to larger creatures. For this reason, it has a unique ability to hide amongst the grasses as thin as a rail (like its name). When it spots a small fish to eat, it quickly jumps out from the grass and grabs its lunch.

Choice Board for Final Project A Day in the Life

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Sources of Information:

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http://www.accdc.com/butterflyatlas/Salt%20Marsh%20Copper.pdf http://sherpaguides.com/georgia/barrier_islands/images/Profile_of_Salt_Marsh.gif http://en.wikipedia.org/wiki/File:Salt_pannes_and_pools_high_and_low_tide.gif http://www.arkive.org/common-green-darner/anax-junius/ http://archives.lessoncorner.com/f0f91bb63d5c61e25.pdf http://www-rci.rutgers.edu/~insects/sp10.htm http://www.sylvandellpublishing.com/documents/TeachingActivities/Marsh_TA.pdf