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Grade 4 Habitats Unit Plan

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emily young

on 7 December 2012

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Transcript of Grade 4 Habitats Unit Plan

Curriculum Unit Plan

Grade: 4

Strand: Life Systems

Unit: Habitats & Communities

Overall Expectations

1. Applications – analyze the effects of human activities on habitats and communities

2. Inquiry/Thinking Skills – investigate the interdependence of plants and animals within specific habitats and communities

3. Knowledge – demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them
How will students communicate what they have learned?

Create a diorama of a habitat we observed during our field trip to the conservation area. Give a speech about the habitat and an explanation of why the animal needs this type of habitat to survive
1. What is a habitat?
Students will learn the meaning of the word habitat. They will brainstorm what lives in three different habitats, then play a ‘habitat match’ game, matching animals to appropriate habitats.
Inquiry

2. We Need Plants and Animals
Students identify ways in which they depend on plants and animals. Students will keep track of what they eat over three days in a food journal, and decide which plant/animal is most important in their lives.
Inquiry

3. Helping Birds
Students construct and decorate their own bird feeders. They will position their feeders outside a window in class/at home, and observe the birds that benefit from them.
Application
Lesson Plans 4. Producers and consumers
Students learn the meaning of producer and consumer. Using plants and animals listed on worksheets, identify producers and consumers from a list of living things.
Inquiry

5. Food chains
students learn about herbivores, carnivores, and omnivores. Introduction to concept of food chains. Create a food chain song in small groups with illustrations for each stage of the food chain. Knowledge

6. Plant and animal adaptations
students conduct an investigation to discover which implements representing bird beaks are useful for picking up pieces of food. Students are introduced to the topic of camouflage as another form of adaptation.
Inquiry
7. Humans and the environment
discussion of impact humans have had on the environment, and possible effects we will have in the future. Students will do a placemat activity and presentation to convince a builder to think about the environment.
Application

8. Project Wild
Students will play games to study the relationships between prey, predators, and the components of a habitat. (Physical education)
Knowledge

9. Field Trip
students will be taken to a conservation area where the teacher leads them through a nature walk. Students identify habitats, look for plants and animals with adaptations, make a list of plants and animals they see, and draw one picture of a habitat of choice. Record in observation notebooks.
Inquiry
10. Showcase of culminating task dioramas and speeches by each student. (Language Arts)

Culminating Task
focus on what we have learned in class about habitats and communities. From the materials collected on our field trip above, students will be asked to create a diorama of one habitat we observed at the conservation area. The habitat they choose will have been previously drawn in their observation notebooks while we were on our field trip. Accompanying the diorama will be a 2-minute speech including what habitat the student created, how the habitat is created, different components of the habitat, and why this animal needs this type of habitat to survive.

Knowledge, Application, Communication Lesson 1
Pond, Forest, and City Habitat worksheets
Habitat Match words worksheet
Lesson 4
Book – Habitats By: Pamela Hickman
Plant & Animal Worksheet

Lesson 7
Book – Where the Forest Meets the Sea by: Jeannie Baker
Youtube video: Where the Forest Meets the Sea (Hornbill School)
Electronic and Print Resources By: Carly Wismer and Emily Young The End!
Full transcript