Introductory Lesson: March 11th (First day of teaching)
Step 1: Make a habitat booklet with the key words/definitions of the “big” topics within the unit. The words will include: Adaptations, Ecosystem, Species, Habitat, Communities, Environment, Food Chain, Producer, Consumer, Decomposer, Omnivore, Carnivore, Herbivore, Predator, Prey
I explained the buffalo habitat, and explained that it is a very special animal that has a habitat in Saskatchewan! I explained where the bison live, what they eat, and habitat in Saskatchewan.
The bison in Saskatchewan luve in Grasslands National Park (#6) and Prince Albert National Park (#3)
“Okay students this is the bison! It is a very special animal and has a habitat in Saskatchewan”
Watched a brainpop video on a habitat where I planned a video to check for knowledge and set purpose for viewing)
Explained that the bison were critical and considered to be sacred to many of the First Nations People. The buffalo provided the First Nations peoples with clothing, food, shelter, tools. Explained that each part of the animal was used so that nothing was ever wasted.
Set- Develop it- Closure which lea to further lessons (KWL)
- I had students turn to page in book with the definition and went through words
- I asked students if they knew what each word was before giving them the definitionof it
- (planned video to check for knowledge and set purpose for viewing
Develop it (vocab and buffalo)
- wrote words on the board and checked for answers and went to explain getting responses from students
- We discussed the FMNI content as a class
- Picture of the bison on document camera and explained the bison plus its adaptations and habitat
- Discussed uses of the bison to the First Nations
- Reviewed the key words at the end and checked to see for answers and knowledge on them
Do differently/ feedback
- Have me give the definition and get them to match it with the word and have words on the board
- Do not give them that many vocabulary words at once
- Stood in the corner of the classroom without moving and made the students bored and miserable
- Chunk the words up next time
- Check for student’s engagement
- Reinforce hands up rules for question responses (make sure they are not just blurting out answers)
March 12th – Literacy lesson on proper nouns
- Reviewed nouns (Person, Place, Thing)
- Proper nounts – ALWAYS capital
- Demonstrated my couple sentences to give examples of different types of proper nouns (People, place, thing)
- Document camera for worksheet (ask students to read definition of proper noun and circle the capital letter, highlight specific person, place, or thing
- Get someone to read each instruction
- Students then read examples as well
- Write down the words and answers with them (ask them first what they believe the answer should be)
- Someone read directions of what to do for each activity
- Write down in spaces (have students come up with them)
Things to do differently:
– Fix animals because it is not a specific thing as what I had on the document camera
– Take other students answers and not just a few of the same students
– Capitalize University of Regina (I forgot to do this on the whiteboard and didn’t capitalize University, only capitalized Regina
This is the worksheet that I gave students. I highlighted the important information and went through the examples with them on the first page. I went through each of the questions on the back and gave them 2 examples for the first question on the first page and got them to do the rest of the questions after I explained them by themselves where they worked independently.
This is what I had one the whiteboard in the back of the classroom on the whiteboard when I was teaching proper nouns
Science Lesson 2: March 13th
Outcome 4.1 (Indicator K)
Had the word pollution on the board and asked students if they had heard of this work before and then wrote the definition on the board “When something harmful impacts the environment”
Went into the 3 main types of pollution (Water, Air, Ground/Soil) and asked students what they believe causes these types of pollution and tried to see if they knew anything about them already
Showed students a video of the three types of pollutants from brain pop (Humans and the Environment”) – debrief video and come up with examples of water, air, and soil pollution. I asked students “with a partner, talk about examples of what can be causes with each type of pollution and prepare one answer to give to the class” I then went around the classroom and asked for answers. Students werepaired with their partner beside them
– I went into talking about the examples of each type of pollution explained that pollution can be from development such as building cities or pesticides (in Saskatchewan, farmers use many pesticides that can be harmful for many plants or animals and It can affect everything underneath into the soil.
This is an example that I used on the overhead projector to teach students and show them some of the examples of the three main sources of pollution.
Students then got into four groups and I did an activity of how pollution affects humans in different habitats and how animals can be affected in different habitats. Students were able to use the internet on the iPad and computers to research. I then reviewed what a habitat is first and also reviewed what we should google on the search engines. After that I told students the four different habitats which are “Trees/bushes, Grasslands, Dens/Burrows and Lake/Rivers” where I grouped students into 4 separate groups. I told students to come up with 3-5 animals and how pollution affect humans 3-5 ways
Students dispersed into groups and worked together to complete charts. All groups had work completed and I got students to come up and present their ideas to the class.
What to do differently?
– Preview/the video so I knew where to stop the video during certain points
– Connect the bison and railway to how it affected that population
Lesson 3 Science- March 18th
Outcome 4.1 (indicator H)
Watched a brain pop video
What is a food chain on the board (Shows how living things get food, and how energy Is passed down from animal to animal)? I also explained how if one thing goes extinct or removed from a food chain and got students to answer what would happen?
I then reviewed the 3 groups of what animals eat on the board and asked students for answers before I explained the definition of each one. Herbivore (only eats plants such as rabbits or horses), Carnivore (only eats meat such as wolves or coyotes), and omnivores (eat meat/plants such as bears)
The next thing I did was I began to explain that food chains start with a producer and then asked, “Who can tell me what producers are?” (explained that producers are the ones at the bottom of a food chain, activing as food for living things. Producers are usually plants or grass.
Step 5:Explained 3 types of consumers: Primary, Secondary, Tertiary
I got students to come up and put the slips of paper on the board and tried to see how much information they absorbed from the lesson.
After the example, I went over an activity sheet with students and asked me where they thought I should put some of the answers: This is a photo of the activity sheet I got them to work on.
Next, I showed students the project I wanted them to do. Students drew their own food chain labelling the plant/animal they choose and also labelling which level on the food chain it went. I posted mine at the front of the classroom for students to keep referring back to if they needed.
This was the final version of what the students were able to produce and all of their 5 link food chains!
Lesson 4 Science Lesson 4: March 20th
SET: Back carpet- going over main outline for behavioural versus structural adaptations
– This week I taught the difference between structural versus behavioural adaptations. To start I reviewed what the definition of an adaptation is
– I explained the difference between the two of them and wrote them on the board in a chart.
– From there, I read either a structural of behavioural trait of the photos I printed out and got students to come up and place them in the category that they through it should go on.
DEVELOP: Back at desks for video on adaptations and then paused the video when it talked about hibernation and asked which type of adaptation this is (structural or behavioural). I Went through sheet on documents camera (activity) and had students come up with the key words and highlighted them
Students had to identify which category each one went into and they cut out and glued where they believed it would go
What I could do differently:
-Affirm student’s answers (some of them don’t make sense to bring attention to that)
– Remember to pause the video to set a purpose for viewing it.
Lesson 5- Health Lesson: March 25th:
Health Lesson: Racism Puzzle piece.
In this lesson, students begin to learn about the decision-making process and about racism that exists in and out of the classroom. Students will be shown a video of why racism is wrong. Students will learn about different types of racism that happens and what they can do to stop it from happening. Students will learn about who they can talk to if they see racism occurring (ex, teachers, friends, parents, adults.) They will learn about the effects of discrimination of people and how others may feel when they are being discriminated by. They will also learn what the decision-making process means. They will learn that how you choose to react plays a huge role in the decision-making process and what you can do to stop discrimination and racism. Students will have the opportunity to first watch a 2-minute video on why racism is wrong. Through this they will learn different ways to react to racism and discrimination and learn how to react in a positive manner. This video explains that being different is not bad and that there are ways to react properly to racism when it is occurring.
Students will be making their own puzzle pieces sharing their names and something important about them. They will then decorate the puzzle piece and cut it out. The puzzle pieces will all fit together as one. Then, talk to students about the importance of breaking down the barriers of racism and how everybody should be considered equal. Explain that everyone is special and that we are all connected in one way or another.
Step 3: Give each student a puzzle piece of their own. Explain that each student needs to include their name and something about them. After this, they will be able to decorate their own puzzle piece.
Step 4: Students will then cut out the puzzle piece carefully so that they have their own individual piece cut out. After this, they will hand it in to the front of the classroom so that all pieces can be hung on the wall showing how each piece is connected to the others.
Lesson 6- Science Lesson 5
Outcome 4.2 (Indicator B)
Step 1: Reviewed the 4 Basic needs of living things. If students understand and remember what we learned from last class then go on to lesson 6 and if not, stay back and review the key concepts from last class.
Step 2: Introduced the topic of habitats (Okay grade 4’s today we are going to be learning about the habitats specific animals and plants need to survive! Can anyone tell me if they can remember what a habitat is?)
Step 3: Explained what a habitat is by watching the following video called “Animal habitats | Habitats Song”
Step 4: Explained the difference between a behavioural and structural habitat
Lesson 7- Science Lesson 6
Outcome 4.3 (Indicator C)
Step 1: Review the definitions of habitats and communities and make sure students understand what each of those words mean. If students understand them move on to today’s lesson if not stay back and review.
Step 2: Ask students if they can remember what the buffalo is and why it was important for the First Nations people
Step 3: if students do not remember the main importance of the buffalo, go back and review the main points from the introductory lesson and if they do remember then go forward and teach the current lesson
Step 4: Ask students if they have ever heard of the prairie grasslands and if they know where the prairie grasslands are located?
Step 5: bring up the topic of how human activities can have an effect on certain animals or on the prairie grasslands and other habitats and communities around Canada. Explain that the prairie grasslands are becoming reduced because of all the harm that has caused them as well as the buffalo becoming extinct.
Step 6: On the board, explain to students the 8 main reasons of why the prairie grasslands and the buffalo have become majorly affected by human activities within the past decade:
- Over hunting
- Development of roads/railroads
- Building towns and cities
- Pollution (fertilizer because of the chemicals from farming/Co2 mining)
- Mining/Potash (salt/mining)
- Oil/gas wells
Step 7: Describe that 1700 million buffalo existed in the 1700’s-1900’s and have since disappeared due to human activities and how human activates impacted the buffalo’s habitat which was the prairie grasslands. Human impact is the main source of the loss of the buffalo and the reduction of the prairie grasslands
Step 8: Review: Ask students “okay so can anyone tell me again some of the reasons of why the prairie grasslands and the buffalo have become majorly affected by human activities? Can someone come write some of the reasons on the whiteboard?”
Lesson 8- Science Lesson 7
Outcome 4.3 (Indicator D)
Step 1: Review some of the reasons of why the buffalo and prairie grasslands were reduced by human activates from last class. Get students to raise hands and try to answer that question
Step 2: Explain how the natural prairie grasslands were lost due to development which impacted insects, birds, predators, as well as affecting various omnivores that feed on them as well.
Step 3: Explain that because of the impact from human development, healthy grass could no longer grew which means that more weeds grew which affected the community within the prairie grasslands. Also explain how the destruction of the prairie grassland habitat can affect birds and where they can grow their nests
Step 4: Go over the following Saskatchewan food chain on the board and ask students if they can think of any examples of animals as I go through the food chain.
Step 5: FORMATIVE ASSESSMENT
I will get students to write down and list 4-5 human activates after the 1900’s that impacted natural prairie grasslands and the buffalo in Saskatchewan. Some students may require extra scaffolding.
Lesson 9- Wrap up lesson (Review)
Review key terms of this unit including:
- Habit (what is it)
- Difference between herbivores, carnivores, and omnivores and give examples of eat of them
- What is a decomposer
- What does a food chain show
- What is the difference between a producer and a consumer
- Difference between behavioral and structural adaptations
SUMMATIVE ASSESSMENT- Give students the Habitat quiz that my co op teacher told me to give them a end of the unit quiz. She has told me that this will be a way for students to review the unit as a whole. I will be reviewing each students quiz and providing a grade for them.