UNIT PLAN

Unit Topic: Exploration Grade: 4 Unit Theme: The Nature of Exploration Unit Goals: Examine the stories of various explorers of land, ocean, space, and ideas Lesson Title A Sailors Life at Sea Specific Outcomes 4.2.1 Examine the stories of various explorers of land, ocean, space, and ideas Methods/Activities/Procedures APK: For bell work, students will reflect and answer the following question: Travelling by sea is much more difficult than travelling on land. Sailors often embark on a journey at sea for months at a time, usually with nothing but saltwater surrounding them the entire way! Not to mention the hundreds of men required to keep the ship going. What are some things you would need to consider before going out to sea? How do you think sailors lived differently compared to people living on land? Students will answer these questions by using a placemat and writing their responses in their section. Procedure: The teacher will have the PowerPoint ready (slides found in like provided in resources section) to present to students. Let the students know that they will now be learning about how life was like living on a ship. The teacher will go through the PowerPoint with their students. At some point during the PowerPoint, there are opportunity for discussion with the students (discussion questions are asked); these questions will be discussed through popcorn discussion. Activity: Now that students have learned about how life is like on a ship, they will now learn more about the sections within Resources NB Grade 6 Science Curriculum PowerPoint Slides: http://www.google.ca/ url?sa=t&rct=j&q=&e src=s&source=web& cd=5&ved=0CEwQFj AE&url=http%3A%2F %2Fwww.activitiesfor-thekids.co.uk%2Fkids_a ctivities_plans%2FYe ar%25204%2FHistor y%2FTudor%2520Ex ploration%2FLife%25 20on%2520a%2520 Tudor%2520ship.ppt &ei=7TAmU5G_M8b 4yAHsv4HgCQ&usg =AFQjCNFTnNq3raE bl2faJ8tJiDVH4myQs g&sig2=UH6BgsN5T 7ACVbId0RPSdw Computer Lab (Access to Internet) A Sailors Life For Me! Explore Old Ironsides webpage link: http://www.asailorslif eforme.org/ironsides _explore.php Assessment Strategies 4.2.1 Examine the stories of various explorers of land, ocean, space, and ideas Assessment: Observe the students while they are in their home groups and also assess what they wrote in their journals to see if they have grasped the material.

the ship. The teacher will bring the students to the computer lab where they will participate in an online interactive website. The teacher will instruct student to go to the following website called A Sailors Life for Me! Explore Old Ironsides. On this webpage students will explore the different levels and sections of a ship from 1812. Before they begin, the teacher will divide the students in a jigsaw group, with four expert groups. Each group will be assigned to explore the following: Expert Group 1: will explore the first level from the top and any points above it. Expert Group 2: will explore the second level from the top. Expert Group 3: will explore the third level from the top. Expert Group 4: will explore the bottom two levels and anything below it. Students will read the instructions on the webpage and begin exploring their assigned sections. They will take notes of what they are learning in preparation for reporting back to their home groups. Once students have collected their information, the teacher will bring them back to their class from the computer lab and place them in their home groups where they will report to their peers what they have learned. (MIs: Verbal-Linguistic, Interpersonal, Visual) Closure: Students will be asked the following question: Out of all the challenges the sailors faced while living at

sea, what do you think was the most difficult? Think of an invention or strategy that would have helped make some of these challenges less difficult. Students can discuss what they think within their groups for a couple of minutes, then are asked to write their responses in a journal. (MIs: Interpersonal, Verbal-linguistic)

UNIT PLAN Unit Topic: Exploration Grade: 4 Unit Theme: The Nature of Exploration Unit Goals: Examine the stories of various explorers of land, ocean, space, and ideas Lesson Title Ocean Explorers Specific Outcomes 4.2.1 Examine the stories of various explorers of land, ocean, space, and ideas Methods/Activities/Procedures APK: The teacher will explain to the students that in their previous lesson, they learned about explorers who used the ocean to travel in order to explore unknown areas; but in this lesson they are going to learn about explorers who explore the ocean itself and everything in it. The teacher will then follow with covering the K and the W on the KWL chart on ocean explorers. Procedures: The teacher will then explain to the students that they are about to learn about a famous ocean explorer, Jacques Cousteau. The teacher will pair the students off together in preparation for the Roman Chairs activity. The teacher will instruct the students to sit side by side to each other, but facing the opposite direction. The teacher will hand an information sheet about Jacques Cousteau Resources NB Grade 6 Science Curriculum Jacques Cousteau Information Sheet: https://www.teachervi sion.com/tv/printable s/scottforesman/Sci_ 4_SSS_C3.pdf Computer Lab (Access to Internet) Assessment Strategies 4.2.1 Examine the stories of various explorers of land, ocean, space, and ideas Assessment: The teacher will assess the students class poster once they have completed that and will also review the KWL chart to see if they have grasped the content.

to each pair of students. The teacher will then instruct one of the students from each group to read the first paragraph to their partner. The partner will then repeat what was just read to them. For the next paragraph, the student who was listening will now have a turn to read the paragraph to their partner. This will continue back and forth until they have finished reading the entire information sheet. (MIs: Audio, Verbal-Linguistic, Interpersonal) Activity: The teacher will now inform the students that they will be creating a large poster as a class about ocean explorers. Each student will choose from a list of ocean explorers provided on the teacher and research information about them. The teacher will bring the students to the computer lab to do the research on their chosen explorer. The students have the option to choose from the following list of explorers: Robert Ballard William Beebe Sylvia Earle Jacques Piccard *Students may select the same explorer, or find another ocean explorer if they want to. During their research, students will need to make sure they answer the following questions: What is your explorer known for? What was a challenge that your explorer faced? How did your explorer overcome that challenge? After a certain amount of time, the teacher

will inform students that they will have time next class to create a write-up about their explorer based on their research and include a picture and decorate it. Their creation will eventually be added to their poster and displayed in the halls. (MIs: Visual, Spatial) Closure: Before ending the lesson, the teacher will quickly revisit the KWL chart and do the L section with their students, asking them what have they learned about ocean explorers. (MIs: Verbal-Linguistic)

UNIT PLAN
Unit Topic: Exploration Unit Goals: Lesson Title
Lets Go To Space!

Shauna Holden, Melissa MacDonald, and Madelaine Metallic Grade: 4 Unit Theme: The Nature of Exploration

Specific Outcomes
4.2.1 - Examine the stories of various explorers of space. Literacy Read Aloud GCO 2 contribute to small-group and wholegroup discussion, showing an awareness of when to speak and when to listen.

Methods/Activities/Procedures
Students had brief introduction about Astronauts and why they go to space. This lesson will help further develop students knowledge about astronauts and why they go to space. Students will also learn about what astronauts do while they are in space. Students will do placemat activity as form of assessment FOR learning and as an APK. What do you know about space exploration? (Question on place mat). Bell Work: Students will sit a table in front of a flag from Russia, Canada, The United States, or China or a dog or a monkey and will be instructed to look at the front white board for

Resources - Handout - Flags with names of astronauts from China, United States, Canada, and Russia (Place one at each seat). - Book: A is for Astronaut: Exploring Space from A to Z Traci N. Todd and

Assessment Strategies 4.2.1- Examine the stories of various explorers of land, ocean, space, and ideas. Students will develop an understanding of numerous astronauts who traveled to space, as well as why they went. Students will also learn how astronauts survive in space through learning more about their hygiene and exercise routines, sleeping habits, what they eat, and what they do for entertainment

instructions. On board Read your flag and introduce yourself to your group will be written (On the back of each flag there will be interesting facts about each astronaut or animal). Teacher will read book A is for Astronaut: Exploring Space from A to Z Traci N. Todd and Sara Gillingham. (Visual/Spatial Verbal/Linguistic). Teacher will do PowerPoint introduction that addresses who goes to space to explore, why they go, and how they live while they are there. (Visual/Spatial Verbal/Linguistic). Teacher will distribute handouts while students are sitting at their tables. Teacher will go over the handout and explain what stations they will be visiting. (Visual/Spatial Verbal/Linguistic). Students will be instructed to start stations (Food/Sleep Music Hygiene/Exercise Work) and will be continuously reminded to fill out their handouts at each station. Each group will start at a different station. At each station students will have 5 minutes and will be notified by the rocket timer to switch to the next station (clock-wise). Food/Sleep Station:

1. Students will sit down at station. 2. Students will read instructions listed at table. 3. Students will watch the two videos provided. 4. During and/or after watching the videos, students will fill in the appropriate section of their provided handouts. 5. Students will be instructed to try the space food samples available at the table. (Visual/Spatial Verbal/Linguistic

Sara Gillingham. Space food (Freeze dried fruit, Mars Bars, and Smarties) (For food station) Hockey gloves, a wrench, nuts, and bolts (For work station). 3 laptops (one for music station, one for hygiene/exercise station, and one for food/sleep station). Hygiene in space video: http://www.asccsa.gc.ca/eng/ast ronauts/livinghygiene.asp Music in Space video: http://www.youtub e.com/watch?v=u eh-qFGHELA Food and Sleep Videos: http://www.youtub e.com/watch?v=A Zx0RIV0wss http://www.youtub e.com/watch?v=U yFYgeE32f0

(music).
4.2.2 Analyze factors that motivate exploration. Students will learn how and why astronauts go to space and what they study while they are there.

Bodily/Kinesthetic Interpersonal Intrapersonal) *All stations will touch all of these MIs).
Hygiene/Exercise Station:

1. Students will sit down at station 2. Students will read instructions listed at the table. 3. Students will read the article provided and watch the videos that are on the provided link. 4. During and/or after watching the videos and reading the article, students will be invited to try the crab walk as it is an exercise that helps builds muscle strength in astronauts before going to space. Students will also fill in appropriate section of their provided handouts.
Work Station:

Typed instructions for each station (see attached) One double sided handout for each student to be filled out at each station (see attached) Online timer: http://www.onlinestopwatch.com/ro cket-timer/fullscreen/

1. Students will stand at station. 2. Students will read the instructions listed at the table. 3. Students will put on hockey gloves and will attempt to use a wrench to screw a nut onto a bolt. 4. Students will also fill in appropriate section of their provided handouts.
Music Station:

1. Students will sit at table. 2. Students will read the instructions listed at the table. 3. Students will watch the music video and read the lyrics. 4. Students will also fill in appropriate section of their provided handouts.
Once students have completed stations and handouts, they will return to their seats and class will have popcorn discussion about some

of the interesting facts or questions they want to share. (Verbal/Linguistic Interpersonal). On handouts, students will be required to fill in exit ticket section, with the question What did you learn about space exploration? (Verbal/Linguistic Visual/Spatial Intrapersonal).

UNIT PLAN
Unit Topic: Exploration Unit Goals: Lesson Title All About Astronauts! Specific Outcomes
4.2.1 - Examine the stories of various explorers of space. 4.2.2 Analyze factors that motivate exploration. Art Demonstrate a variety of attachment techniques, e.g. tying, stapling, taping, folding, and gluing. Literacy Explore and discuss their thoughts, ideas, and experiences and consider those of their peers. Demonstrate an understanding of many conventions of written language in final products: correctly spell many familiar and commonly used words demonstrate an increasing understanding of punctuation, capitalization and paragraphing.

Grade: 4

Unit Theme: The Nature of Exploration

Methods/Activities/Procedures
This will be an introductory lesson to Space Exploration. Students will learn about astronauts and why they go to space and what they do while they are there. Students will sit in their usual seats and will be instructed to complete Bell Work on the board. Bell Work: Talk with your group what you know about astronauts. Write your ideas on a scrap piece of paper. (Visual/Spatial Verbal/Linguistic Interpersonal). Students will be instructed that the attention getter for the day will be whenever I raise my hand. Teacher will then ask class as a whole What do you know about astronauts? and will write all students ideas on the whiteboard. (Visual/Spatial Verbal/Linguistic Interpersonal). Students will watch a short video about astronauts space suits (see resources) in order to develop a better sense of how they work and what they are for. Teacher will proceed to read: Astronaut Living in Space Kate Hayden. (Visual/Spatial Verbal/Linguistic Interpersonal). Teacher will hand out astronaut craft/writing activity to students (one for each) and students will then do astronaut craft/writing activity (see attached) and students will have 15 minutes to complete. Students will be instructed that they -

Resources
Book: Astronaut Living in Space Kate Hayden. Video: http://www.youtube. com/watch?v=gHb BiJCrNTI Astronaut craft/writing activity (see attached) Scissors for each student Pencils for each student Colouring supplies for each student Glue/tape for each student

Assessment Strategies
4.2.1 - Examine the stories of various explorers of space. From the book, students will learn about the journey of a fictional astronaut. They will learn about how she gets to space, what she does while she is there, and how she maintains a healthy lifestyle. Students will also learn about the importance of an astronauts space suit from the short video. 4.2.2 Analyze factors that motivate exploration. From reading the book, students will learn how and why astronauts go to space, and what they do while they are there. Demonstrate a variety of attachment techniques, e.g. tying, stapling, taping, folding, and gluing. From doing the astronaut craft, students will be required to attach it all together using either glue or tape. Explore and discuss their thoughts, ideas, and experiences and consider those of their peers. Students will be expressing their opinions on paper and will then be sharing with their

will be cutting out and making their own astronaut and will then write about either why astronauts are amazing, if I were an astronaut, or if I went to the moon (instructions are attached to plan) (Visual/Spatial Verbal/Linguistic Interpersonal Intrapersonal Bodily/Kinesthetic). Once all students have completed the activity, they will be instructed to discuss what they wrote with their table groups. As a form of an exit ticket, students will verbally say one new thing they learned as the exit the classroom.

group. This will be great practice for students to discuss and respect their ideas and the ideas of their peers. Demonstrate an understanding of many conventions of written language in final products: correctly spell many familiar and commonly used words demonstrate an increasing understanding of punctuation, capitalization and paragraphing. From the writing portion of the craft/activity, students will be required to use correct spelling, punctuation, capitalization, and paragraphing.