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Grade 4 Science: Life Sciences Habitats

The document provides an outline for a Grade 4 science lesson on food chains in wetland habitats. It includes curriculum outcomes, materials, procedures, and assessment. Students will play online games to learn about producers, consumers, and decomposers. They will make a food chain web using yarn and create posters showing organisms in a wetland food chain. Assessment involves student presentations and teacher observation of understanding.

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52 views

Grade 4 Science: Life Sciences Habitats

The document provides an outline for a Grade 4 science lesson on food chains in wetland habitats. It includes curriculum outcomes, materials, procedures, and assessment. Students will play online games to learn about producers, consumers, and decomposers. They will make a food chain web using yarn and create posters showing organisms in a wetland food chain. Assessment involves student presentations and teacher observation of understanding.

Uploaded by

api-265761386
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Grade4Science:LifeSciencesHabitats

FoodChaininaWetland

NBCurriculumOutcomes
3023
classifyorganismsaccordingtotheirroleinafoodchain
1046
demonstratethatspecificterminologyisusedinscienceandtechnologycontexts
20510
constructandusedevicesforaspecificpurpose
2061
classifyaccordingtoseveralattributesandcreateachartordiagramthatshows
themethodofclassification
2072
communicateproceduresandresults,usinglists,notesinpointform,sentences,
charts,graphs,drawings,andorallanguage

Technologyused:

ThestudentswillusetheclassiPadstoplayanonlinegame.Thestudentswillalso,in
theirtablegroupsplayasecondsimulationcomputergame.

Time
:2hours

Childrenspriorknowledgeandmisconceptions:
Studentsshouldbeawareofthebasicneedsofanimalsregardlessofthehabitat,food,
water,andshelter.Childrenmayunderstandafoodchaintobealinearrelationshipand
maynotviewitasaninterconnectedweb.Studentsmayalsobeunawarethatthefood
chainislinked(circle)throughdecomposersandproducers.Specificterminologywillbe
introduced:producers,consumers,decomposers,predator,prey.

EngagingQuestion:
Whatorganismsarefoundinawetland?
Whatisafoodchain?
Materials:Wetlandsbulletinboard,iPad,chart/posterpaper,markers

Procedure:

Studentswilldiscusswhatorganismsarefoundinawetland,theycanrefertothe
bulletinboardforspecificexamples.Theyshouldclassifytheirorganismsintoplantsand
animals.
Createalistasanentireclassofthepossibilities.

Reviewterminology:
Producer:
Plantsthatcancreatetheirownfoodthroughphotosynthesis.
PrimaryConsumer:Animalsthatcannotmaketheirownfoodsotheyneedtoconsume
otherplants/animals.
SecondaryConsumer:
Animalsthatconsumetheprimaryconsumer,etc.
Consumersincludeherbivores,carnivores,andomnivores.
Decomposer:
Bacteriaandfungithateatdecayingmatterreleasenutrientsandmineral
saltsbackintothesoilandisusedbyplants.

Modelanexampleofafoodchainusingthecorrectterminologyratherthanspecific
examples.Seeexamplebelow.
Havestudentsintheirtablegroupscreatetheirownmodelchartonchart/posterpaper.

Toensurestudentsunderstandtheproperterminologyhavestudentsworkattheirtable
groupsontheclassiPadstoplayanonlinegame.Thegamewillensurethatstudents
candifferentiatebetweenproducers,consumers,anddecomposers.
Game1:
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsu
mers.htm

Exploration:
MakingFoodChains/Webs
Materials:Yarn,chat/posterpaper,markers,iPads

Procedure:
1) Havestudentschooseananimalorplantfromthewetlandsbulletinboard.
Studentscanalsoselectanorganismthatisnotonthebulletinboardbutwould
fitintoawetlandhabitat.
2) Havestudentsstandupandformacirclearoundtheclassroom.
3) Teacherholdstheballofyarnsaysthattheyarethesunandthattheyaregiving
thenecessaryenergyfortheplantstogrowandproduceenergy.Askwhich
studentswouldbethenextonthefoodchainbasedontheirneedforthesun
(producers).Throwtheballofyarntothatstudentandtheysaywhattheir
organismis.Theythenthrowtheyarntoallthestudentsthatareproducers.

4) Oncealltheproducersareholdingtheirpieceofyarntheythenaskwhowould
betheprimaryconsumers.Andtheactivitygoesonuntilallthestudentsare
holdingapieceoftheyarn.
5) Ifnostudentsaystheyareadecomposer,theteachercanpromptthemorfitinto
thisrole.
6) Havestudentslookattheweb,reflectandmakecommentsabouthowitisnot
justalinearrelationshipbutratheraninterdependentweb.

Intheirtablegroupsstudentswillplayasecondsimulationcomputergame:
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Afterpracticingtheonlinegamestudents(ingroups)cancreateaposterthatfitswith
themodelproducedintheengagingactivityusingspecificexamplesoforganismsfound
inawetland,theseorganismswouldbetheirchoiceandtheycouldrefertothewetlands
bulletinboard.
Theseposterswillbedisplayedintheclassroom.

Explanation:
Studentswillgiveashortpresentationoftheirtwopostersandexplaintheconnection
betweenthetwo(i.e.whatorganismtheychosetobeproducers/
consumers/decomposers)..Thiswillbeaninformalpresentationjustsothatstudentsare
communicatingtheirchartsinwordstotheirclassmates.Thisshowswhethertheyhave
anunderstandingofthetopicornot.

Elaboration:
Studentscanelaborateontheirlearningbycreatingfoodwebsratherthanjustfood
chainsintheircharts.Theycanalsolookuptheorganismsonlineandbecomemore
familiarwithdefiningattributesabouttheorganisms.Theycanalsousetheenrichment
centretoexpandtheiroverallunderstandingofawetland.

Evaluation
Theassessmentwilltakeplacethroughoutthelesson,theteacherwillobserveandtake
notesofcommonmisconceptionsandanymaterialthatneedstoberetaught.The
teacherwillmakenotesbasedonunderstandingoftheconceptsputontheposters.

Figure1:Anchorflowchartonpartsonafoodchain

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