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Grade 4 Science: Life Sciences Habitats: Students Should Be Allotted A Week To Work On Their Final Projects

This document outlines a final project for a Grade 4 science unit on wetland habitats. Students will work in groups to create a presentation about an imaginary wetland, describing the habitat and how plants and animals have adapted to it. Their presentation must address curriculum outcomes related to how organisms meet needs, structural adaptations, food chains, effects of removal on the community, and causes of endangerment. Students can choose from formats like models, videos, or posters to display their work, which will be assessed using a provided rubric.

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71 views5 pages

Grade 4 Science: Life Sciences Habitats: Students Should Be Allotted A Week To Work On Their Final Projects

This document outlines a final project for a Grade 4 science unit on wetland habitats. Students will work in groups to create a presentation about an imaginary wetland, describing the habitat and how plants and animals have adapted to it. Their presentation must address curriculum outcomes related to how organisms meet needs, structural adaptations, food chains, effects of removal on the community, and causes of endangerment. Students can choose from formats like models, videos, or posters to display their work, which will be assessed using a provided rubric.

Uploaded by

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

WetlandsFinalProject

NBCurriculumOutcomes

3022
describehowvariousanimalsareabletomeettheirbasicneedsintheirhabitat
3001
comparetheexternalfeaturesandbehaviouralpatternsofanimalsthathelp
themthriveindifferentkindsofplaces
3002
comparethestructuralfeaturesofplantsthatenablethemtothriveindifferent
kindsofplaces
3023
classifyorganismsaccordingtotheirroleinafoodchain
3011
predicthowtheremovalofaplantoranimalpopulationaffectstherestofthe
community
3012
relatehabitatlosstotheendangermentorextinctionofplantsandanimals

TechnologyUsed:
Forthefinalprojectstudentscanchoosetomakea3Dmodel,video,a
powerpointorprezi,onlineposteroranebook.

Time:
Studentsshouldbeallottedaweektoworkontheirfinalprojects

Engagement:
Materials:ChartpaperandStudentexpellersofpastprojects
Procedure:

TeacherwillaskthestudentswhilekeepingalistonchartpaperNamesome

characteristicsofawetland?Whatcanyoufindinawetland?Theteacher
shouldpromptstudentsuntilthechartpaperisfullofallthethingsstudents
havelearnedaboutwetlands.

Teacherwillexplainthatthislistwillhelpthestudentwiththeirfinalproject

Theteacherwillexplainthefinalprojecttothestudentsandshowexamplesof
pastwork.Theteacherwillplacetheexemplarsaroundtheroomforthe
studentstorefertothroughouttheallottedtimeperiod

Theteacherwillplacethestudentsintoworkinggroupsbasedontheirneeds

andabilities.

Exploration:
Materials:
Materialsstudentsmayneedfortheirfinalprojects:Ipads,VideoCameras,Modelingclay,
plasticanimals,posterboard,crayons,markers,computersandsoftware.
Procedure:

Eachgroupshouldcreatevisualdisplaysforapresentationofatripthrough

thewetlandtheyarediscussing.Theywillthenleadtheclassonanimaginary
tripthroughtheirwetland,stoppingto
explain:

Howthevariousanimalsareabletomeettheirbasicneedsintheir
imaginedhabitat(Minimumof5animals)
Atleast5wetlandsplantsandtheirstructuralfeaturesothatenable
themtothriveinthegivenwetland.

Onefoodchainandtheorganismsroleinthefoodchain

Makeonepredictionofhowtheremovalofaplantoranimalpopulation
intheirwetlandwillaffecttherestofthecommunity.

Discusstheendangermentorextinctionofoneplantoranimalandlet
theclassknowwhythisishappening.(ie.Habitatloss)
Studentscanvisuallydisplaytheirworkinmanydifferentways.Studentscan
choosetomakea3Dmodel,video,apowerpoint/prezi,anonlineposter,a
ebook,astoryorsomethingelsetheycanthinkof.Ifthestudentshave
anotherideaofawaytodisplaytheirworktheyshouldjustasktheteacher
beforestarting.
Beforestartingtheprojectthegroupswillmeetandbegivenarubric.The
groupswilldiscussanddraworwriteabasicplanout.Afterabout20minutes
theteacherwillgoaroundtoeachgroupanddiscusstheirplanwiththem.

Explanation:
Oncestudentsaredoneandtheallottedclasstimeiscomingtoanendthe
studentswillgetreadytopresenttheirimaginarywetlandstotheclass.
Eachgroupwillwritethenameoftheirwetlandontheboardintheordertheyare
goingtopresent.
Thegroupswilleachgetachancetosharetheirwetlandandanswerany
questionstheteacherorthestudentsmayhaveduringthepresentationthe

teacherwillusetherubrictoasseswhetherthestudentshavemetallthecriteria
forsuccess.

Elaboration:

Beforepassingthemarksouttheteachershouldgivefeedbacktotheentireclass
tellingthemwhattheyalldidwell.
Theteachercouldalsoaskthestudentswhattheyenjoyedabouteachothers
projects.
Afterthepresentationsarecompletetheteacherwillpassoutthefeedbackand
rubriche/shehastaken.

Evaluation
Therubricwillbegiventothegroupsofstudentsbeforetheprojectisstartedsothe
studentsknowwhattoexpect.

FinalWetlandProjectRubric
GroupMembers:_____________________________________________________

Complete

Comments

Studentsshoulddescribeand
showhowthevariousanimals
areabletomeettheirbasic
needsintheirimagined
habitat(Minimumof5
animals)

Studentsshoulddiscussand
showhowthedifferentplants
andanimalstheyhave
chosenhaveadaptedtotheir
wetland.

Studentsshoulddescribeand
showatleast5wetlands
plantsandtheirstructural
featuresothatenablethemto
thrive

inthegivenwetland.

Studentsshoulddescribeand
showonefoodchainandthe
organismsroleinthefood
chain

Studentsshouldmakeone
predictionofhowtheremoval
ofaplantoranimalpopulation
intheirwetlandwillaffectthe
restofthecommunity.

Studentsshoulddiscussand

showtheendangermentor
extinctionofoneplantoranimal
andlettheclassknowwhythisis
happening.(i.e.Habitatloss)

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