Magdalen Islands - NICOLE MACdonaldnicolemacdonald.weebly.com/.../lesiles-delamadeleinmagdalenisla… · Web viewLife Sciences. Magdalen Islands. Les Îles de la Madeleine. Kaitlyn

Life SciencesMagdalen Islands

Les Îles de la Madeleine

Kaitlyn RoedingNicole MacDonaldHilary MacMasterDésirée Tchommo

Elementary Grade 4 Unit: Magdalen Islands

Table of Contents:

Lesson Title: Page Number:

Lesson 1: Habitat 3-6

Lesson 2: Habitat 7-13

Lesson 3: Salt and Pollution 14-15

Lesson 4: Pollution in the Water 16-17

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Lesson 5: Weather 18-20

Lesson 6: Weather and Climate 21-22

Lesson 7: Erosion 23-24

Lesson 8: Erosion 25-27

Summative Assignment 28

References 29

Lesson 1: Magdalen Islands HabitatsGrade 4Time: 1 hour

THE TEACHING PROCESSLesson OverviewThis lesson teaches students to learn about Magdalen Island, it’s habitats, animals, plants and the vocabulary of science. This lesson would be used in French Immersion class and will require students to find the right French words in decoding first and using an online dictionary if necessary.Unit Objectives:Content to be taught:

Students could construct a diorama or poster showing their knowledge of the relation between animals and their type of habitat.

Standards:NSES Outcomes: Content Standard: Life Science – Habitat302-1 identify a variety of local and regional habitats and their associated populations of plants

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and animals

General Curriculum Outcome: Students will be expected to • use the terms habitat, population, and community in appropriate contexts (104-6) • identify questions to investigate about the types of plants and/or animals at a local habitat, and the conditions under which they live (204-1).

Specific Curriculum Outcome:Students will be expected to:108-3 describe how personal actions help conserve natural resources and care for living things and their habitats207-2 communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language

List of materials:Bulletin Board of Magdalen Island (Fig.1) – Shoe Boxes – Construction paper – Scissors- Glue- Paintbrush - Colour crayons – Paint - Sticky notes – Science journal- Pencil.

Technology Resource:http://www.google.com/earth/explore/products/desktop.htmlWhiteboard activity-matching animals with their habitatsAccess to an online dictionary like Linguee.fr or Wordreference.com

INSTRUCTIONAL SEQUENCEStructure:Whole classPair ShareIndividual

Vocabulary:HabitatLiving organismCommunityPopulation

ENGAGE the learnerFew days earlier, the Bulletin Board (Fig.1) would have been put up in the classroom with a suggestion box to say what they know or want to learn on sticky notes.

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(Fig.1)

● Teacher will write the lesson title “Iles de la Madeleine” and the goal of the day “ I can identify different habitats and living things-animals and plants” on the whiteboard.

● Teacher will empty the suggestion box under the Bulletin Board and have students read them aloud to start a discussion.

● Teacher will ask if anybody knows where Magdalen Island is situated? How it is?● Teacher will ask students: when I say habitat, what do you think of it?

Use example of woodland where animals can find food, shelter and protection.Define habitat: A place that is home to animals (we are animals) and plants.

Activity:Students will show what they know about Habitat in creating a diorama or poster.What’s teacher doing?After informal discussion.Define habitat: A place that is home to animals (we are animals) and plants.Teacher will ask students to close their eyes and think about their habitat? What are living organisms in their habitat.

What are students doing?

Students in pairs will discuss and record in their journals

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Teacher will go around table to assess the progression on the work.

what they found in their house.

EXPLORE the conceptTeacher will show Magdalen Island on Google Earth, model expectations to predict what animals can live in different habitats?http://www.google.com/earth/explore/products/desktop.htmlTeacher will give information on “Les Iles de la Madeleine”: part of Québec - 8 major Islands-one inhabited- and 4 tiny ones.

Teacher will put on the whiteboard students responses on different habitats: Mainland, Ocean, Sand Beaches, Salt mine Sandstone cliffs, dunes, lagoons, bays.

Teacher will put the Magdalen Island game to match animals to their habitats on Smartboard?

Teacher would define group of students to work together.Teacher would modelize how to feel Appendix A, how to make a Diorama and design a checklist with students.Teacher could encourage students to build a Magdalen Island Diorama in a shoebox to exhibit their labelled animals with French names. The labels should have information on the animal.

Student will record habitats they predict - what animal live there in their habitat study table (Appendix A)

Students would write and draw in their journals.

Students will move animal to the right habitats.

Students will pick 1 to 3 animals to build each and their habitat. Students will define who is in charge of writing, drawing, research and painting the boxes and what habitat to choose.Students will use clay to construct at least one animal each from one habitat

EXPLAIN the conceptTeacher would ask question to assess if students have understood the relation of the animal habits and food, shelter size or environment linked to his habitat.

Students will present their clay and give and justify why.

ELABORATE on the conceptTeacher will emphasizes the right habitat for each animal in terms of his skin, his food, his size, his way of living as a clan or alone, his community, his population.

Students would add their points of view, question, listen.

EVALUATE student understanding of the conceptTeacher will evaluate student knowledge and understanding of the scientific vocabulary through formative assessment like

Students write two things they have learned and one

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discussions and exchanges, the group work, the diorama with animals adapted to their habitat and an exit slip on a sticky-notes to stick on Bulletin Board where it would be collected.

thing they want to know on sticky note Exit Slip to put on bulletin board.

Accommodations:● Students could draw their explanations instead of writing in their journals.● For struggling students:

They can do the activities in a group of three with advanced ones and as a discussion or drawing instead of a writing activity

● For gifted students:Have them compare their animals on different criteria like necessity of thicker or thinner skin…

● For students with dyslexia: Provide typed class notes, clarify what needs to be assessed by writing on whiteboard, give extra time, encourage student to find own strategies to memorised and encourage use of speech-to-text apps

● For students with dysgraphia: Provide reduce assignments and encourage oral answers

Lesson 2: Magdalen Islands HabitatsGrade 4Time: 1 hour

THE TEACHING PROCESSLesson OverviewThis lesson teaches students to learn about the food chain, thus the predator and the prey.Unit Objectives:Content to be taught:

Students could construct a poster showing their food chain.

Standards:NSES Outcomes: Content Standard: Life Science – HabitatCompare the external features and behavioural patterns of various animals and relate these features to their ability to meet their basic needs in their natural habitats (302-2, 300-1) • carry

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out procedures to ensure a fair test that explores how appearance affects visibility (205-1)

General Curriculum Outcome: Students will be expected to • use the terms habitat, population, and community in appropriate contexts (104-6) • identify questions to investigate about the types of plants and/or animals at a local habitat, and the conditions under which they live (204-1).

Specific Curriculum Outcome:Students will be expected to:108-3 describe how personal actions help conserve natural resources and care for living things and their habitats207-2 communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language

List of materials:Sticky notes – Science journal – Poster paper – Markers – Food Chain Game cards/per group of 4Technology Resource:Smart Board activity – Dyslexic students computersINSTRUCTIONAL SEQUENCEStructure:Whole classPair ShareIndividualGroup of 4

Vocabulary:Carnivore – Omnivore - HerbivoreFood ChainPlantsPrey - Predator

ENGAGE the learnerTeacher will write on the whiteboard “Iles de la Madeleine” and the goal of the day “ I can identify the prey and the predator.”Activity:Students will show what they know about Food chain by creating a poster.What’s teacher doing?Teacher will write on Smart board “Prey” and “Predator” like cat and mouse.Then Teacher will exhibit animal pictures and give a word bank of animals from Magdalen Island (see Appendix A).Then teacher model on Smart board the food chain with a web. Together teacher and students will create the checklist.

What are students doing?Students as a whole class will listen and ask questions to inquire about the food chain.Students in pairs will brainstorm and write in their journals.

EXPLORE the conceptTeacher will define group of 4 to work together.Teacher will model on the whiteboard what she expects with having

Students will start researching who is the

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two sides on their sheet: one predator, one prey. Then use this information to build the web.Teacher can then initiate the checklist with the students.Then teacher will give students a poster paper and markers to do their poster. Teacher will walk around the tables to see if help can be given.

predator and who is the prey using Appendix A.

Students will discuss who is doing what: drawing, writing, how to organise their food chain.

EXPLAIN the conceptTeacher will reinforce the notion that we are the predator of the chicken because we eat the chicken and the chicken is the prey. But the chicken is also the predator for the worms. Teacher would ask students to stand up if its clear.Teacher would ask student to present their work at their tables. Teacher will record what is happening at the tables.

Students will clarify if it’s understood or not. Students will stand if understood and sit if need clarification.Students will present their work and justify answers.

ELABORATE on the conceptTeacher will give the cards from the Food chain Game to reinforce the learning.

Students play the game recreating a food chain with those cards.

EVALUATE student understanding of the conceptTeacher will give sticky notes as exit slip to students to write 3 things they learned, like and dislike. Teacher will also evaluate the input on the poster in relation to the checklist.

Students write two things they have learned and one thing they want to know on sticky note Exit slip.

Accommodations:● Students can draw or/and write fewer sentences in their journals.● Gifted students: Find more animals than the provided list of animals.● For students with dyslexia:

Provide a computer. Provide typed class notes, clarify what needs to be assessed by writing on whiteboard, give extra time, encourage student to find own strategies to memorised and encourage use of speech-to-text apps

● For students with dysgraphia: Provide reduce assignments and encourage oral answers

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Appendix A

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Food Chain ActivityDirections: Create a food chain by connecting organisms starting with the top consumers in the habitat and finish with the chain with the primary producer. Use the word bank below.

Word Bank as a departure point* Feel free to make more researches online for your food chain

FaunaMARINE MAMMALSGrey SealHarbor SealHarp SealHooded SealMink WhaleFin WhaleAtlantic White-sided DolphinHarbor Popoise

LAND MAMMALSRed FoxDeer MouseNorway RatMeadow VoleRed SquirrelsHares

BIRDSMore than 300 listed species

FloraBeach GrassSea Beach Sandwort/ Black SandwortBeach PeaSea RocketBlack CrowberryStarflowerGramineaeBaltic RushGlasswortMarsh Rosemary

TEACHER ASSESSMENT CHECKLISTDegrees of achievement

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There are three degrees of achievement signalled in the checklists, together with a space for the teacher to write more detail about each learner:3. Indicates the item is yet to be achieved by the learner2. Indicates that the item has been achieved, but not always consistently or to a high standard, by the learner1. Indicates the item has been achieved consistently and to a high standard by the learner.

Teacher’s Name: ___________Student’s Name: ____________Date:_______________

3 2 1 Comments

Can explain what prey is.Can explain what predator is.Can understand the role of the food chain.

Exit Slip Student:Students write two things they have learned and one thing they want to know on sticky notes Exit Slip.

Lesson 3: Salt Companies and PollutionGrade FourTime: 30 minutes

STSE - 105-1: describe current investigations of local or regional habitat issuesNGSS Standards: 3. Life Science: Interdependent Relationships in Ecosystems

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4. Earth’s Systems: Processes that Shape the Earth

Students will be expected to: - Investigate local or regional habitat issues (e.g., the use of pesticides or herbicide spray,

insect infestation, oil pollution or sewage treatment). (105-1)- Predict how the removal of a plant or animal population affects the rest of the community

(301-1)- relate habitat loss to the endangerment or extinction of plants and animals (301-2)

Objectives: Students will be able to understand more about the island, and how pollution is a major problem in waterways.

Materials Needed: - Chart paper and markers, Blank paper, pencil crayons- “Pollution Story” (see below)

Engagement: Teacher: Initially tell the class about the Canadian Salt Company Seleine Mines which

produces road salt for use in Quebec, Atlantic Canada, and the United States. It produces 1 million tons of salt a year, and employs 200 people. Make a point of saying that it is a major salt producer for these consumers, and it an important plant. Now begin to talk about pollution (added salt to the ocean, waste chemicals, garbage, fuels etc.) and brainstorm a list on chart paper with the class about what they think the salt plant may be doing for the environment of the Magdalen Islands. Students: will be brainstorming with the teacher about the different kinds of pollution the island may suffer from. (10 minutes)

Exploration: Teacher: will hand out the paper and pencil crayons. The teacher will then begin reading

the “pollution story” (see below) and the students will fill in their blank page with the items that are being dumped into the ocean. This will show the students that there are many things in the ocean that should not be there. Students: will be drawing on their ocean pictures to show everything that they would find in a polluted ocean. (15 minutes)

Explanation:Teacher: will be explaining what they should be drawing throughout the story. They will

be walking around the room to make sure that each student is on task and drawing the correct things in their ocean picture. Elaboration:

Teacher: will bring the class back for a final discussion about their pictures when the story is over. What did they draw? What impact do they think all of these things would have on the island, the people, or the animals? Students: will be engaged in the discussion, and allowed to showcase their pictures to the other students. (5 minutes)

Evaluation:

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Teacher: will be circling the room to perform a formative type of assessment as the students are drawing their pictures.

Accommodations: For this activity, I will make some accommodations for students. For the student with dyslexia the teacher will have accommodate by reading the chart paper out loud, and giving the instructions orally. For the student with dysgraphia, they will be given an computer where they can pull an assortment of pictures onto a blank page in order to avoid writing.

Pollution Story: There was a man who lived on the Magdalen Islands. His name was Frank, and he lived

on these majestic islands with his wife, Beatrice, and their three kids Ben, Sam, and Stacey. Frank had a job at the Seleine Mines which produced tons and tons of road salt to places across Canada each year. On this job, Frank was in charge of making sure that the plant did not allow for any more pollution to occur than necessary. Frank started each day by walking around the plant and collecting garbage and debris he would find. He didn’t want this to get into the ocean, or on the streets of the island! Magdalen Islands are known for their beauty, and this garbage would damper that prestige image. Today, Frank found three soda cans, a cardboard box, and a sheet of plastic that had blown off one of the roofs. These things could all have ended up harming something or someone! Next, Frank went inside the plant, and found that the garbage bins were all overflowing! More garbage could have ended up in the ocean! Frank moved on to the storage room where he found a leaky canister of oil! What if someone had put that can outside and not known that it was leaking! He quickly cleaned up the mess and disposed of the canister properly. Finally, Frank went over to his boss’s office. There he learned that his boss had purchased 17 new diesel trucks for the mine that morning, but when they were filling them some diesel had spilt onto the ground. Frank quickly rushed to get the solvent, and cleaned up the mess. It is a good thing that no animals were harmed! Frank had seen enough garbage and waste for one day! What a mess the Island would look like if Frank wasn’t there to clean up!

Lesson 4: Pollution in the waterGrade FourTime: 30 minutes

STSE - 105-1: describe current investigations of local or regional habitat issuesNGSS Standards: 3. Life Science: Interdependent Relationships in Ecosystems

4. Earth’s Systems: Processes that Shape the Earth

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Students will be expected to: - Investigate local or regional habitat issues (e.g., the use of pesticides or herbicide spray,

insect infestation, oil pollution or sewage treatment). (105-1)- Predict how the removal of a plant or animal population affects the rest of the community

(301-1)- relate habitat loss to the endangerment or extinction of plants and animals (301-2)

Objectives: Students will be able to understand how pollution is a major problem in waterways, and could harm the island’s ecosystem.

Materials Needed: - 5 plastic containers big enough to hold several litres of water- Blue food colouring- soil, vegetable oil, paper, plastic juice cans / pop cans and other kinds of garbage

Engagement: Teacher: Initially recap from yesterday and go over the anchor chart made about the

types of pollution that the salt mines could leave behind. Ask the students what other things they can think of that may pollute the ocean. Ask the students if they think we can undo pollution. Students: will be brainstorming with the teacher about the different kinds of pollution the island may suffer from. (5 minutes)

Exploration: Teacher: will tell each of the students to go to one of the tables already set up with a

container of water with blue food colouring, and various objects off to the side. Step by step the teacher will guide the students through placing the various objects into their containers of water. The teacher will stop after each thing is inserted to ask the students what their “oceans” now look like. Do they think it would be a great place for animals to live? This will show the students that there are many things in the ocean that should not be there. Students: will follow along and perform the experiments as the teacher gives each step, and contribute to the discussion that is taking place. (20 minutes)

Explanation:Teacher: will be explaining what they should be doing the entire time, and will be

circulating the room to make sure that each group is performing the experiment as planned. The teacher will ask each student to place different items into their container and then ask what their water looks like to draw any conclusions about whether or not they can undo pollution.

Elaboration:Teacher: when the experiments are finished, allow the students a few minutes to

attempt to “undo” their polluted waters. Ask why/why not it is possible. What do they think about how the island may become polluted? What impact do they think all of these things would have on the island, the people, or the animals? (5 minutes)

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Evaluation:Teacher: will be circling the room to perform a formative type of assessment as the

students are adding to their experiments. The teacher will also ask for a short reflection done for homework and due to following day to assess what they thought about what they learned in the pollution segment of this unit.

Accommodations: As this activity is a hands-on experiment, there is not many accommodations. For the student with dyslexia the teacher will have accommodate by reading the chart paper out loud, and giving the instructions orally. The final homework piece about what they have learned about pollution will be done in class for this student and with the help of the teacher. For the student with dysgraphia, the homework assignment will be done orally in class

the next day.

Lesson 5: Weather Grade Four Time: 30 minutes

STSE- 105-1 identify examples of scientific questions and technological problems currently being studied

Students will be expected to Outcomes Elaborations–Strategies for Learning and Teaching Measuring and Describing Weather (continued) • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)

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Objectives:Students will understand the weather cycle.

Materials Needed: ● Worksheet showing students the weather cycle. ● boiling water (kettle), matches, small pop bottles.

Engagement: Teacher: Ask students how clouds are formed, and can we create a cloud in a bottle?

Students will give an array of answers. At this point the teacher can hand out the worksheet showing the weather cycle of how clouds form. Students should look over hand out and recall the weather cycle. They may then make inferences about how to make a cloud in a bottle. (5 Minutes)

Exploration: Teacher will have all materials needed to make a cloud in a bottle setup on a display

table. The teacher will place boiling water inside of bottle. Strike the match and place smoke from the match into the bottle, and place the top back on. Then squeeze the sides of the bottle a few times. A cloud will begin to form inside the bottle. (5 minutes)

Explanation:Teacher: should be explaining what they are doing during each step, and how this

would happen outside. Students can be looking at their handout during each step to make inferences about how this would happen in the outdoors.

Elaboration:Students will be placed in groups and materials will be given so each group can create

their own cloud. They will complete each step themselves and make their own clouds. The teacher should be walking around making sure each group is having success in making their clouds in a bottle.

Evaluation:Students will draw the weather cycle on a separate piece of paper, and make notes

about each step they complete. This can be handed in at the end of class, to see where more information needs to be discussed.

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Lesson 6: Weather and Climate

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Grade 4Time: 30 minutes

STSE- 105-1 identify examples of scientific questions and technological problems currently being studied. Students will be expected to Outcomes Elaborations–Strategies for Learning and Teaching Measuring and Describing Weather (continued) • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)

Objectives:Students will identify ways of gathering information to track weather, focusing on types of weather that Magdalen Island would encounter.

Materials Needed:● Smart board. Pictures of different weather on magdalen island. ● chart paper to generate ideas on, markers. ● Methods of measuring weather

Engagement: Show students the different pictures of magdalen island. Have them make inferences on

each picture and describe what weather might be occurring there. Allow them to analyze each picture to see what season it is as well. (3 minutes)

Exploration: As a class, come up with different ways of measuring weather. This should be done on

chart paper, so it can be easily viewed whenever needed. After generating several ideas, examples of each should be brought out so students can hold each type in their hand. Example: thermometer, rain gauge, wind vane.

Explanation:Teacher should give an explanation of how to use each of the weather gauges.

Students should have a chance to feel and explore each type. The teacher should then refer back to the pictures of the different weather systems on the smartboard. Ask students what they would use to measure the different types of weather.

Elaboration:Students will begin a weather journal. They should have a notebook where they can

keep track of different weather for each day. They will then as a class, go outside to a designated area where they can place each weather gauge in a section to measure weather.

Evaluation:

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Students will keep a journal so they can measure the weather at different times throughout the year. During a monday science class, time will be given to measure the weather. A formative assessment will be done by analyzing each students journal to make sure they know how to read each weather gauge, and have collected the correct data.

Lesson 7: Erosion and RocksGrade 4

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Time: 1 Hour

Introduction to Erosion

Curriculum Outcomes: Demonstrate a variety of methods of weathering and erosion (301-6) and describe the effects of wind, water, and ice on the landscape(301-5)

STSE: Demonstrate that specific terminology is used in science and technology context (104-6)

Students Prior Knowledge and Misconceptions: Students may be unaware of the different types of erosion. Students may also already know what erosion is, but not know how it affects the environment.

Performance Objective:

Condition: As a class we will discuss how environments around the coast can be affected by erosion. The different types of erosion, and how it can completely change a landscape. Discuss that places like the Magdalen Islands would see effects of erosion on its landscapes.

Performance: Students will be able to talk to their neighbours and discuss what they think erosion could do to coastal landscapes.

Criteria: Students will be able to identify what erosion is and how it affects landscapes and rocks.

Engagement (25 mins):

Materials: -SMART Board-Internet connection/DVD-SpeakersLink to video:https://www.youtube.com/watch?v=5TuP9nLcnZA&spfreload=10

Procedure:Students will watch a fun and engaging video by Bill Nye the Science Guy to introduce them to the topic of erosion.Exploration (15 mins):

Materials: -Chart Paper-Markers

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Procedure:● Students will get into groups of two or three and make a chart with two separate

headings “What I know” and “What I Would Like To Know”● These charts will be filled out as a group and students will be able to share what they

have learned from watching the video, as well as discussing what they would like to know more about in regards to rocks and erosion.

Explanation:After having a chance to share their ideas in their partnership, they will have come up with a chart stating what they know, and what they’d like to know.

Elaboration:The teacher will then lead a discussion with the class making one class chart stating what they knew, and what they would like to learn about erosion. This will allow the class to hear everyones ideas and engage new conversations about erosion.

Evaluation:The teacher will be able to tell if the students have an understanding of erosion based on what they have classified as what they know, and what they would like to know. If students are understanding what erosion is, the students will be able to think about more complex questions to learn more.

Accommodations:-If students cannot write down their ideas on paper, they can use a computer to type their charts out, or have another student do the writing and they can share their ideas. -Gifted students may be able to research ways that erosion takes place close to Fredericton and discuss it with the class

Lesson 8: ErosionEarth ScienceGrade 41 hour

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Curriculum Outcomes: Demonstrate a variety of methods of weathering and erosion(301-6) and state a prediction and a hypothesis based on an observed pattern of events(204-3) STSE: 105-1 identify examples of scientific questions and technological problems currently being studied

Children’s Prior Knowledge and Misconceptions: Students may be unaware that erosion exists, or the extent that erosion can have on landscapes and habitats.

Performance Objective:Condition: Students will be placed into small groups after a previous lesson on erosion and informative video discussing erosion. They will share what they already know about erosion as a group and write down any questions they may still have in regards to rocks and erosion.

Performance: Students will be given graph paper and pencils to write their predictions of what will happen to rocks after they are exposed to waves and wind over a long period of time.

Criteria: Students will be able to identify the cause if erosion on rocks and what it does to the shapes of rocks and coastal landscapes.

Engagement (15 mins):

Materials:-Piece of sidewalk(simulates limestone)-Graphing paper-Pencil

These materials will be used to begin the experiment that students will later complete in their groups. Students will develop a hypothesis as to what they think will happen to the piece of limestone (sidewalk chalk) after it has been affected by waves continuously. They will then write down their hypothesis and gather the rest of the materials needed to complete the experiment.

Exploration(20 mins):

Materials(already laid out on table and sorted for each group:-graphing paper-Pencil-Sidewalk chalk-Scale-Centi-cubes with the accurate weight of 1g-Mason jars filled 1/3 with water

Procedure:

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● Students will weigh their piece of chalk on the scale using the centi-cube and record the first weight. Then students will submerge the chalk into the mason jar and shake the jar with the lid closed and secure for one minute.

● After one minute has gone by the students will remove the chalk from the mason jar and weigh it on the scale, recording the time and weight on the graphing paper. The next student will take a turn shaking the chalk in the mason jar for one minute.

● After one minute the students will remove the chalk from the mason jar and weight it on the scale, and record the time and its weight on the graphing paper. This will be repeated 8 more times with the students taking turns shaking the chalk in the jars and recording it’s weight and the time.

● When students the students complete their experiments and record the final weight, as a class we will graph out the average weights as a class.

Explanation

After completing the activity, as a class we will discuss our findings and develop a graph of the changes in weight in the piece of limestone. Then as a class analyze our findings and discuss what the data we have collected tells us, and how this relates to erosion that occurs from waves and weather (specifically the Magdalen Islands).

Elaboration(15 mins)

● Ask the students about what the purpose of the experiment was and what it is comparable to in nature (coast lines eroding from the elements)

● Ask them if they can think of any other element that would cause erosion, and how could we simulate that? (Wind with a fan?).

● Students will give their answers and also explain their thoughts. It will be a good opportunity to learn about other ideas they have regarding erosion

● Ask the students what would happen to the coasts of the Magdalen Islands after years and years of waves and moving tides?

Evaluation

● Can the students define what erosion is?● Can the student identify what causes erosion and what can happen when erosion takes

place over a long period of time?● Can the student think of any problems that erosion could potentially cause?

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Accommodations

● If students could not write the weight of the side walk chalk they could use a computer to record the weights and time

● If students are unable to physically(physically disabled) shake the mason jar they can be designated as time keeper and weight recorded

● Gifted learners could research how much the coastlines are eroding each year on the Magdalen Islands and share their findings with the class

Summative Assignment: For the final summative assignment for this course the teacher will ask the students to

create a type of tourism brochure that can act as a method of seeing what they have learned throughout the term. The teacher will give a brief lesson on how to create a brochure, and what it should have, but the rest of the class time will be spent on the students working independently on their brochures. The students who require accommodations will be asked to create one via a computer to avoid writing. The following is the rubric that will be used to assess the brochures, and will be handed to students prior to beginning their projects.

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1 2 3 4

Content given on brochure

Does not covers any of the topics that we have covered in class (habitat, pollution, climate, soils)

Covers a few topics that we have covered in class (habitat, pollution, climate, soils)

Covers most of topics that we have covered in class (habitat, pollution, climate, soils)

Covers all of the topics that we have covered in class (habitat, pollution, climate, soils)

Creativeness and Organization

Brochure shows no creativity, and lack of organization. Difficult to follow.

Brochure shows few aspects of creativity and is mostly organized.

Brochure shows some creativity and is organized.

Brochure shows independant creativity and very organized. Easy to understand.

Overall understanding of the islands

No clear understanding of the islands at all.

Some understanding of the islands and what they have, but could use more work to create a brochure towards tourism.

Clear understanding of the islands and what they have. Could use more work to create a brochure towards tourism.

Clear understanding of the islands and what they have. Very insightful brochure towards tourism.

ReferencesSpangler, S. (n.d.). How to make a cloud in a bottle. Retrieved from http://www.wikihow.com/Make-a-Cloud-in-a-Bottle

Hodson, M. (2011, October 21). Today in first grade. Retrieved March 15, 2015, from http://todayinfirstgrade.blogspot.ca/2011/10/whats-weather.html

How clouds form. (2012, July 11). Retrieved from http://www.education.com/worksheet/article/clouds/

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Can we undo pollution experiment. https://www.pinterest.com/pin/561401909775305679/

http://www.gnb.ca/0000/publications/curric/grade4science.pdfhttp://www.docstoc.com/docs/90789018/5e-Lesson-Plan-Sciencehttp://en.wikipedia.org/wiki/Magdalen_Islandshttp://www.tourismeilesdelamadeleine.com/en/discover-the-islands/experiences/nature/beaches/#carteAttraitshttp://www.firstpalette.com/Craft_themes/Animals/habitatdiorama/habitatdiorama.htmlhttp://teachbesideme.com/food-chain-game-free-printable/

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