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Lesson title or topic

Outcomes or
expectations

What will the


teacher do?

What will the


students do?

1. Field Trip to
Fundy/Hopewell
Rock

Observe different Assessment


parts of the natural strategy:
environment.
Kidblog

The teacher will


explain to the
students what to
observe, what to
note and explain
several activities
they will take part
in.

The students are


expected to take
notes in a journal
throughout the day.
They will note on
their experiences,
the activities, and
reflect on what they
have learned in thei
blog.
The blog is an
ongoing process
throughout the unit

2. Discovering Fossils 301-4: Describe


Assessment
(Part of the Fundy
ways in which soil strategy:
Field Trip)
Project
is formed from
rocks.
Assessment tool:
Checklist
300-7: Identify
and describe rocks
that contain
records of the
Earth's history.

Once they have


completed the
field trip to
Hopewell Rocks,
the teacher will
give additional
information/refres
h on how fossils
are formed.

The students will be


asked to make their
own fossils with the
material and
instruction given by
the teacher.

3. Life Habitat

The teacher will


start by
explaining the
different ways in
which animals
meet basic needs.
The teacher will
also show
different ways to
conserve
resources and
demonstrate the
human impact on
habitats. The
teacher will split
students into

At the end of this


lesson, students wil
be able to define
what a habitat is,
that it is a specific
area made up of
many different plan
and animal species.
Students will be abl
to provide different
examples of habitat
within the Bay of
Fundy.

302-2: Describe
how various
animals are able to
meet their basic
needs in their
habitat.
108-3: Describe
how personal
actions help
conserve natural
resources and care
for living things
and their habitats.

Assessment or
evaluation

Assessment
strategy:
Summative
Assessment tool:
Google Forms

groups of 3-4 for


discussion.
4. Plants

300-2 compare the


structural features
of plants that
enable them to
thrive in different
kinds of places
100-29: Identify
and investigate
life needs of
plants and
describe how
plants are affected
by the conditions
in which they
grow.

5. Food Chain

6. Layers of the Crust

Assessment
strategy:
Formative
Assessment tool:
Hummingbird
Robotics
Kithttp://ngss.nsta.
org/CrosscuttingCo
ncepts.aspx?
id=4&detailid=45

302-3: Classify
Organisms
according to their
role in a food
chain.

Assessment
strategy:
Project

301-7: Describe
natural
phenomena that
cause rapid and
significant
changes to the
landscape.

Assessment
strategy:
Online Game

Assessment tool:
Rubric

Assessment tool:
Checklist

The teacher will


give background
explanation on
plants and their
different
structures that
help them thrive.

Students will be abl


to identify and
describe the
different parts and
structures of plants
in their local
environment. They
will relate this
The teacher will
knowledge to how
explain the
different types of
importance of
plants are found in
plants for our
different areas.
environment
Students will be abl
[plants make food to explain how the
for animals,
different structures
oxygen, habitat,
and conditions help
help preserve soil, plants grow in
etc.]
various
environments.
The teacher will
explain the
process of the
food chain by
using animals
from the Fundy.

The students will


create a project of a
food chain from
different
areas/different
animals they are
familiar with. They
The teacher will
will have to conduc
give an
research (from
introduction to the specific sites) on
types of flora and specific plants and
fauna present in
animals.
the Bay of Fundy.
The teacher will
explain the
different layers of
the crust and how
they can contain
records of the
Earths history
(lava, desert, etc).

Students will have


an opportunity to
learn about the
layers of the crust.
Students will
identify and describ
different types of
rocks that contain
records of Earths

history. At the end o


the lesson, students
will have an
opportunity to test
their knowledge in
completing an
online game.
7. Comparing Soil

300-5: Compare
different rocks
and minerals from
the local area with
those from other
places.
300-6: Describe
rocks and
minerals
according to
physical
properties such as
color, texture,
lustre, hardness,
and crystal shape
(minerals).
200-3: Make
predictions about
the absorption of
water by different
types of soil and
test these through
exploration and
investigation.

Assessment
Strategy: Science
Investigation
Assessment Tool:
Checklist

The teacher will


explain the
science
investigation and
what he/she
expects the
student to do.

Students will
investigate the
importance of soils
in habitats found
within Fundy
National Park.
Various technologie
will be used
The teacher will
including Google
have four sample Earth to explore the
of soils ready for different location
the students. One soils can be found i
of the samples
Fundy National
will be from local Park. The teacher
area, and the other will provide some
soil samples will
different types of
be Fundy.
soils and students
will research and
The teacher will
identify these soils
monitor students and what makes
progress and have them able to absorb
a checklist ready
water. This will tak
to evaluate them. place over multiple
days (2-3).

8. Rocks and Minerals 300-6: Describe


rocks and
minerals
according to
physical
properties such as
color, texture,
lustre, hardness,
and crystal shape
(minerals).

Assessment
strategy: Science
Investigation
Assessment Tool:
Observe

The teacher will


explain the three
main types of
rocks that can be
found around the
area.
The teacher will
have samples of
rocks for the
students to
investigate and to
determine the
type of rock.

Students will have


knowledge of
different type of
rocks and the
different features of
rocks/minerals such
as texture, lustre,
hardness and crysta
shape.

The teacher will


monitor students
progress.

9. Weather

301-6:
Demonstrate a
variety of methods
of weathering and
erosion.
301-5: Describe
the effects of
wind, water and
ice on the
landscape.

Assessment
strategy:
Observation
Assessment tool:
Formative
Assessment
(Appendix A)

The teacher will


explain the
variety of
methods of
weathering and
erosion to the
students, such as
water, ice and
rain.
The teacher will
split students into
groups of 4-5.

The students will be


separated into
groups of 4-5
students. There will
be three interactive
stations placed in
each corner of the
room. The first
station is water. The
students will spray
water onto sand
(land). The second
station is wind. The
students will blow
into a straw on the
sand. The last
station is ice. The
students will pour
salt on ice. The
students will take
notes at each station
and draw their

observations into
their journal.
10. Properties

300-9: Group
materials as
solids, liquids, or
gases, based on
their properties.

Assessment
strategy:
Brainstorming
activity and stations
Assessment tool:
Formative
Assessment
(Appendix B)

The teacher will


include students
in the
brainstorming
process in
identifying the
three properties
(solids, liquids
and gases) on the
Smartboard . The
teacher will then
get students into
groups and they
will rotate
between 3
stations. Each
student will be
given a handout to
fill out and it will
be collected at the
end of class as a
form of formative
assessment. The
teacher will be
going around the
room to keep
students on task
and help those
who are
struggling or need
help.

The students will


take part in the
brainstorming
process with the
teacher. Students
will work with
group members at
each stations to
predict what they
think will happen;
what happened; and
why they think it
happened.