Grade4Science:LifeSciencesHabitats

AnimalSurvival

NBCurriculumOutcomes
STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious
animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals
thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflecton
theirthoughts,ideas,feelings,andexperiences.
2.
Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

STSEOutcomes:
Studentswillbeabletodemonstratethatspecificterminologyisusedinscienceand
technologycontexts.(1046)

ScienceGeneralCurriculumOutcomes:
Studentswillbeexpectedtocommunicateproceduresandresults,usinglists,notesinpoint
form,sentences,charts,graphs,drawings,andorallanguage(2072)

ScienceSpecificCurriculumOutcomes:Studentswillbeexpectedtodescribehowvarious

animalsareabletomeettheirbasicneedsintheirhabitat.(3022)
Studentswillbeexpectedtocomparetheexternalfeaturesandbehavioralpatternsofanimals
thathelpthemthriveindifferentkindsofplaces(3001)

SocialStudiesGeneralCurriculumOutcomes:
Examinetheconceptofexploration(4.1.1)
Inquiry:Interpretphotographs,problemsolve,hypothesize,formulateinterviewquestions,
compareandcontrast,makedecisions,developstrategiestogatherinformation,make
predictions.
Participation:Participateinexploratoryfieldtrips,contributetodiscussions,predictchange,
andworkcollaborativelyingroupstoinvestigate.

LiteracyGeneralCurriculumOutcomes:
1.1.Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflecton
theirthoughts,ideas,feelings,andexperiences.
2.Studentswillbeexpectedtocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically.

TechnologyUsed:
Studentsareabletotypetheirresponsesifneeded

Childrenspriorknowledgeandmisconceptions:
Studentsmaynotbeawarethatanimalslookthewaytheydoinordertosurvive.

Time:1hour

EngagingQuestion
Whatexternalfeaturesandbehavioralpatternsof
animalsthathelpsthemthriveintheirhabitat?

MaterialsNeeded:

TeacherIntroductionExplorationPhase:ClassActivity
Snails(5)Classroomlibrary
CreateaCreatureHandout
Coloringmaterials

Exploration
TeacherIntroduction:
Teacherdividesstudentsinto5groups.Thereare4studentsineachgroup.Giveeachgroupa
snail.Directstudentstoobservethesnailswithouttouchinganddisturbthem.
Teacherasksstudentsquestionregardingtothesnailaftertheobservation.
Askstudents:
1Whatanimalisthis?
2.Isitdifferentfromotheranimals?Whydoesitsospecial?
3.Whatdoyouthinktheshellwillfeellike?
4.Whytheshellisimportanttosnail?

Expectedresponses:
1.Thisisasnail.
2.Yes,ithasashellonitsbody.
3.Itishardandstrong.
4.Itprotectsthesnail.

Teacherleadsstudentstotheexplanationofexternalfeaturesofanimalduringthediscussion.
Explaintostudents:
whatexternalfeaturesmeansinregardstoanimals.Howananimal
adjustsorchangestolivehowandwheretheydo.AnimalFeatures:duckswebbedfeetand
waterprooffeathershelpthemdiveforfoodinthewetland.Frogscancamouflagethemselves
inthewaterbecauseoftheircolor.Askstudents:howdoyousurvivewhenitrains?Thats
howweadjust.

Introducenextconcept:Whathappensifananimalscamouflagedoesnthelpithide?

Explaintostudentswhatbehavioralpatternsofanimalsmeans.(ie.defensivestructures,body
movements,andbehaviors)Askstudentsiftheyadefensivestructurethatanimalsmighthave.
Prompt:whatdothemilitarywear?Why?

Explainontheboard:
Robin
SeasonalBehaviormigratestoawarmerplace
ObtainsFoodbysearchingthegroundforworms
AvoidsEnemiesbyflyingaway

Makeconnections:Ifthosearehisbehavioraladaption,whatarethephysicalones?
(ie.Wingssohecanfly,pointybeaksohecanpeaktheground)
Askthestudentstoprovidesomeotherexamples.
Otherexamples:
Froglongtonguetocatchflies.
Leechsuckermouthsbecausetheydonthavearmsorlegstoholdonwith

Activity:CreateaCreature!

Explaintostudentsthattheyneedtoconsider:howthisanimalisgoingtostaywarmorcool,
whatitisgoingtoeat,howitisgoingtogetitsfoodandwater,andhowitisgoingtocarefor
itsyoungtomakesuretheysurvive.YouranimalmustFITINTOtheexistingfoodchainit
cannotbetheultimatepredator(theonewhichcaneateverythingelseandnothingcaneatit).

Whatdoesitlooklike?
Whatdoesiteat?
Howwillitcatch/getfoodandwater?
Howwillitkeepwarm/cool
Wherewillitshelter?
Howwillitprotect/defenditselffromattackers?
Studentscangetideasfromwetlandbulletinboardoranyresourcesfromclassroomlibrary.
SeeApendixBforstudenthandout
Explanation
Teachermodelstotheclasswhatassignmentshouldlooklike.Drawcreatureontheboard.
Whatdoesitlooklike?
Mycreatureisfatandhairy.Hehasshortarms,mediumlonglegs.Hehaswebbedtoessohe
canswimfast.
Whatdoesiteat?
Heeatscattails,frogs,rabbits,dragonfliesandduckeggs.
Howwillitcatch/getfoodandwater?
Hecanswiminthewatertocatchfrogs.Hehasalong,thintonguethatmovesquicklyto
catchdragonflies.
Howwillitkeepwarm/cool?
Hisfatandhairkeephimwarminthewinter.Heshedshisfurandlosesweightinthe
summer.Heswimsalotinthesummer,thatshowhelosesweight.
Wherewillitshelter?
Hewillmakeadeninahollowtreeforashelter.
Howwillitprotect/defenditselffromattackers?
Hewillsitonthem,becauseheissolargeandheavytheywontbeabletomove.Sohewill
waituntiltheygettiredoftryingtoeathimandthengetoffthem.Ifthatdoesntworkhetucks
hisarmsinandturnsintoahugeballandrollsoverthemuntiltheyareflatlikeapancake.

*reminderofcompletesentences
Answerquestions.Beavailableandcirculateclassroom.

Elaboration
Havestudentspairupandexplaintoeachotherwhataphysicaladaptionisandabehavioral
patternis,andhowtheyhelpanimalssurvive.Thenprovideeachstudentwithamini
whiteboardandmarker.Askthemtodrawyouaphysicaladaptionofaduck,frogand
mosquito.Givestudentstimetodrawonethenhavethemraisethemintheairtosignalthey
arefinished.Checkforunderstanding.Askstudentstogetupfromtheirdesksandtoactout
howaduckwoulddefend/protectitself.Whatwoulditdo?Whataboutadragonfly?This
shouldshowthatyourstudentsunderstoodtheconcepts.

Evaluation
Whencirculatingtheroomwhilestudentsareworking
Hasthestudentfulfilledallpartsofthetask?
Hasthestudentchosenfeatureswhichallowtheanimaltosurviveinthewetland?
Isitneatlypresentedandlabeled?
UsechecklistwhenassessingstudentsCreateaCreatureactivity.

Accommodation
Studentscantypeuptheiranswers,cutandgluethemontotheirpaperorstapletosheet.EA
willbeavailableforanyassistance/support.

Checklist:

Doesthestudentdescribe:

Comments:

Whatdoesiteat?

Howwillitcatch/getfoodandwater?

Howwillitkeepcool/warm?

Wherewillitsshelterbe?

Howwillitdefend/protectitselffrom
predators?

Whatdoesitlooklike?(Drawing)