Lesson Plans for the Unit on Salt Marshes

By: Erika Limkilde, Rebecca Messer and Rebecca Richard

Salt Marsh Introduction

Subject: Science Grade: 4 Length: 1 hour

Stage 1: Pre-Lesson Preparation

Lesson Title: Introduction to Salt Marshes
Unit: Unit 1 - Life Science: Habitats
Rationale: Students will understand what a salt marsh is and where they can be found. They
will understand what makes a salt marsh special and what kind of life forms live in a salt
marsh.

Science and Engineering practices:

Engaging in Argument from Evidence

K2 experiences and progresses to critiquing the scientific explanations or solutions proposed
by peers by citing relevant evidence about the natural and designed world(s).
Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Performance Expectations:

Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction. 4-LS1-1

Disciplinary Core Ideas:

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various functions in
growth, survival, behavior, and reproduction. (4-LS1-1)

Crosscutting Concepts:

Cause and Effect

Cause and effect relationships are routinely identified. (4-PS4-2)

Systems and System Models

A system can be described in terms of its components and their interactions. (4-LS1-1), (4-
LS1-2)

Student Friendly Language:

I know what a salt marsh is and can name one in Canada
 New Brunswick Curricular Objectives:
GCO: Nature of Science and Technology:
STSE 104-6: Demonstrate that specific terminology is used in science and technology contexts

GCO: Social and Environmental Contexts of Science and Technology

STSE 108-3: Describe how personal actions help conserve natural resources and care for living
things and their habitats

GCO: Communication and Teamwork

Knowledge 302-1: Identify a variety of local and regional habitats and their associated
populations of plants and animals
Knowledge 300-1: Compare the external features and behavioral patterns of animals that help
them thrive in different kinds of places.
Knowledge 301-1: Predict how the removal of a plant or animal population affects the rest of
the community
Knowledge 301-2: Relate habitat loss to the endangerment or extinction of plants and animals.

Materials:
- Bill Nye Video Wetlands
- White board
- Markers
- iPads for students
- Science Journals

Resources:
https://www.youtube.com/watch?v=PjG36sD6ZFo

Possible misconceptions: While doing the introduction, students might not know what a salt marsh is.
They might have not have any previous knowledge and might not have ever been to a salt marsh. They
might not be able to make a connection to what is being discussed.

Stage 2: Lesson Planning/ Implementation

TEACHER ACTIONS STUDENT ACTIONS

Engaging Question: (25 minutes) Engaging Question:
Students will be asked if they have heard of The students will answer the questions throughout
what a salt marsh is before. Have they ever the discussion if they have an answer. When the
been to one? What do they know about salt video is being shown, students will be expected to
marshes? What kinds of animals and plants live listen attentively and remember key points from
there? Students will watch the Bill Nye video the video.
about Wetlands and have most of these
questions answered. It will interest them in the
 topic and get to see examples of a salt marsh.
The teacher will write some key questions on
the whiteboard that students should keep in
mind while they watch the video.

Exploration: (15 minutes) Exploration

- Students will be asked to find and research Students will be using their iPads to research
different salt marshes in Canada. They will be Canadas salt marshes. They will record their
asked to write about their findings in their findings in their science journals.
science journal.
- Their answers should include: Where is the salt
marsh? What is the name? What kind of
animals live there? Why is the salt marsh
important?
- They should include as much information about
their salt marsh as they could find.
The teacher will walk around the class and
ensure the students are staying on task.

Explanation: (10 minutes) Explanation:

- The students will return to the mat and discuss Students will present the research they have done
what they found. The teacher will choose a few and talk about the salt marshes they learned
students to talk about the salt marshes they about. Students will listen attentively and wait
researched and what made them so special. their turn to present.
They will talk about where they are in Canada.
The teacher will write their discoveries on the
whiteboard so all the students can see.
The teacher will take notes of what the
students have found and write it on the
whitedboard.

Expansion: (10 minutes) Expansion

- The discussion after the presentations will relate The students will think about the activities in the
to the video and what they researched. How is a lesson and reflect on what they learned in their
salt marsh a wetland? What is a wetland? What science journals.
did they learn from their research that they
didnt know before? They will record their
thoughts and questions in their science journal.
They will be expected to write about what they
learned from the research, the discussions, and
the video.
The teacher will walk throughout the
classroom and help students with their
answers and remembering key points of the
lesson.

Evaluation:
- The teacher will go through their science journals and review what the students wrote. Did they
research a salt marsh in Canada? Did they go into detail about what they learned? Did they keep
their answers short or did they expand on some things? If they did not, they will be expected to
return to their journal later and put more focus into their responses.

Stage 3: Post-Lesson Activities

Lesson Evaluation and Revision
- Record what went well throughout the lesson and what could be improved. Did they put effort
into their research and answers? Did they participate during the presentations?

Salt Marsh Soil

Subject: Science Grade: 4 Length: 1 hour

Stage 1: Pre-Lesson Preparation
Lesson Title: Salt Marsh Soils
Unit: Unit 1 - Life Science: Habitats
Rationale: Students will understand the importance of soil and how the soil in salt marshes is
different than other types of soil.

Science and Engineering practices:

Engaging in Argument from Evidence
K2 experiences and progresses to critiquing the scientific explanations or solutions proposed
by peers by citing relevant evidence about the natural and designed world(s).
Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Performance Expectations:
Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction. 4-LS1-1
Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all. 3-LS4-3

Disciplinary Core Ideas:

LS1.A: Structure and Function
Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (4-LS1-1)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms
living there. (3-LS4-4)

Crosscutting Concepts:
Cause and Effect
Cause and effect relationships are routinely identified. (4-PS4-2)

Systems and System Models

A system can be described in terms of its components and their interactions. (4-LS1-1), (4-
LS1-2)

New Brunswick Curricular Objectives:

GCO: Nature of Science and Technology:

STSE 104-4: Compare the results of their investigations to those of others and recognize
results may vary
STSE 104-6: Demonstrate that specific terminology is used in science and technology contexts

GCO: Initiating and Planning:

 Skills 204-1: Propose questions to investigate and practical problems to solve
Skills 204-3: State a prediction and hypothesis based on an observed pattern of events

GCO: Performing and Recording

Skills 205-5: Make observations and collect information relevant to a given question or
problem

GCO: Communication and Teamwork

Skills 207-2: Communicate procedures and results, using lists, notes in point form, sentences,
charts, graphs, drawings and oral language.

Materials:
- Types of soil gravel, mud, clay, gardening soil, soil from local Salt Marsh
- Water
- Flipchart
- Markers
- Observation handout

Possible Misconceptions: During the experiment, the students might not think they can feel the difference
between the soils and the salt marsh soil. They might not be able to talk about how it is different because
they dont feel a difference.

Stage 2: Lesson Planning/ Implementation

TEACHER ACTIONS STUDENT ACTIONS

Engaging Question: (10 minutes) Engaging Question
Ask students if they have ever been to a Salt Marsh. Students will try to think about the answers to the
Have they ever been to a beach? Have they played questions being asked. They will try to connect
in mud? Have they ever noticed how the what they know/understand to the questions being
ground/soil is different? Do you think soil affects asked.
what kinds of plants grow? Why would it matter
what the soil is like? How is the soil in a Salt Marsh
differ from other types of soil?
The teacher will ask questions and document the
answers or key words on the flipchart.

Exploration: (40 minutes) Exploration

- Students will be separated into five groups. Students will participate in the activities, ask
They will each begin at a different station questions, observe activities, and record their
in the classroom with a different soil observations.
sample.
- The soil stations will include samples of
 gravel, gardening soil, clay, salt marsh
soil, and mud. Students will spend 5-8
minutes at each station.
- Students will use their observation sheets
to record the composition of the soil and
differences they observe. They will wet
the soil and record how the soil changes
and how the water changes.
- Students clean their stations put away
materials

The teacher will move throughout the class

observing the activities and how the students are
behaving. The teacher will make anecdotal notes on
how the students are behaving/participating.

Explanation: (10 minutes) Explanation

- Students meet teacher back at the carpet in Students will stay seated on the carpet and listen
the class for guided discussion time. to the observations of the group and participate
- Ask students what they observed in their in the discussion. They will talk about what they
activities. What was the differences they observed.
saw in each soil sample? Why was it
different? What happened when they
added water to the soil?
The teacher will guide the discussion and review
the observations the students made during the
activity. The teacher will focus the discussion on
how the soil samples were different compared to
the salt marsh sample.

Expansion: (5 minutes) Expansion

- Do they think the fact that the soil is The students will participate in the discussion,
different in a Salt Marsh might be the listen, and answer questions.
reason why different plants grow there,
why different animals live there, and why
the Salt Marsh soil acts like a sponge?
- What is the soil in the Salt Marsh made of?
Water, decomposing plants, animals, etc.
The soil in the Salt Marsh is thick and
spongy because it is made of deep mud
 and peat. Peat is mud full of decomposing
plants that make it super thick and mushy.
Peat is waterlogged, root-filled, and very
spongy.
The teacher will guide the discussion around the
composition of the salt marsh soil. What is it made
of? What happens when it gets wet? The teacher
should let the students ask questions the teacher
should let their answers guide the rest of the
lesson/discussion.

Differentiation
To differentiated for students, possibilities could include;
General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5, break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center

Evaluation:
- The teacher will observe students during the lesson and take anecdotal notes. Once the experiments
have been completed, the teacher will go through their observations and determine whether they
put effort into their observations. Did they draw their observations? Did they answer the questions?

Stage 3: Post-Lesson Activities

Lesson Evaluation and Revision
- Record what went well throughout the lesson and what could be improved.

OBSERVATION HANDOUT:
NAME: DATE:

SOIL EXPERIMENT

GRAVEL:
Question:
___________________________________________________________________________
___________________________________________________________________________

Hypothesis: (What do you think this soil feels like? Where is it found?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observations: (What do you see? How does it feel? What is happening? What are you
doing?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

MUD:
Question:
___________________________________________________________________________
___________________________________________________________________________

Hypothesis: (What do you think this soil feels like? Where is it found?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observations: (What do you see? How does it feel? What is happening? What are you
doing?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CLAY:
Question:
___________________________________________________________________________
___________________________________________________________________________

Hypothesis: (What do you think this soil feels like? Where is it found?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observations: (What do you see? How does it feel? What is happening? What are you
doing?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

GARDENING SOIL:
Question:
___________________________________________________________________________
___________________________________________________________________________

Hypothesis: (What do you think this soil feels like? Where is it found?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Observations: (What do you see? How does it feel? What is happening? What are you
doing?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SALT MARSH SOIL:

Question:
___________________________________________________________________________
___________________________________________________________________________

Hypothesis: (What do you think this soil feels like? Where is it found?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observations: (What do you see? How does it feel? What is happening? What are you
doing?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CONCLUSION:
(Any questions? Overall, what did you learn? What did you take away from these
activities?)
___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Salt Marsh Plants

Subject: Science Grade: 4 Length: 1 hour

Stage 1: Pre-Lesson Preparation

Lesson Title: Salt Marsh Plants
Unit: Unit 1 - Life Science: Habitats
Rationale: Students will understand the importance of plants and how plants in a salt marsh
contribute to the ecosystem.

Science and Engineering practices:

Engaging in Argument from Evidence
K2 experiences and progresses to critiquing the scientific explanations or solutions proposed
by peers by citing relevant evidence about the natural and designed world(s).
Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Performance Expectations:

Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction. 4-LS1-1

Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all. 3-LS4-3

Disciplinary Core Ideas:

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (4-LS1-1)

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms
living there. (3-LS4-4)
Crosscutting Concepts:
Cause and Effect; Cause and effect relationships are routinely identified. (4-PS4-2)
Systems and System Models
A system can be described in terms of its components and their interactions. (4-LS1-1), (4-LS1-2)

New Brunswick Curricular Objectives:

GCO: Nature of Science and Technology:

STSE 104-4: Compare the results of their investigations to those of others and
recognize
results may vary
STSE 104-6: Demonstrate that specific terminology is used in science and technology
contexts

GCO: Communication and Teamwork

Knowledge 302-1: Identify a variety of local and regional habitats and their associated
populations of plants and animals
Knowledge 300-2: Compare the structural features of plants that enable them to thrive
in different kinds of places.
Knowledge 301-1: Predict how the removal of a plant or animal population affects the
rest of the community
Knowledge 301-2: Relate habitat loss to the endangerment or extinction of plants and
 animals.

Student Friendly Language:

I know why plants are important in a salt marsh ecosystem
I know what plants live in a salt marsh

Materials:
- Plants to research
- Ipad
- Science Journal
- Pencil
- Whiteboard
- Markers

Questions to be written on the board:

- What is the plant's name?
- Why does it grow there?
- What does it contribute to the salt marsh?
- What does the plant look like?
- What would happen if it disappeared from the salt marsh?
- Would it affect the animals and other plants?
Resources:
http://ccrm.vims.edu/wetlands/teaching_marsh/wetland_plants/high_salt_marsh.html

Possible Misconceptions: Students could think the plants being researched have been seen in other
places other than salt marshes. They might not recognize that they grow only in wetlands/salt marshes.

Stage 2: Lesson Planning/

Implementation

TEACHER ACTIONS STUDENT ACTIONS

Engaging Question: (10 minutes) Engaging Question
Ask students if they know of any plants Students will try to think about the answers to the
that grow in one place but dont grow questions being asked. They will try to connect what they
in another. Are there plants that grow in know/understand to the questions being asked. Students
a salt marsh that might not grow in will write down the questions in their science journal.
another place? What kinds of plants
grow in a salt marsh? Why do they
grow there? What do they contribute to
the ecosystem? What do they look like?
What do you think would happen if
they werent in the salt marsh? Would it
effect the animals and other plants?
The teacher will write the questions on
the whiteboard for students to
view/answer during the activity.

Exploration: (30 minutes) Exploration

- Students will use their Students will use their technology to research a plant and
iPad/computers to go to the write in their science journal what they find. They will
website the teacher has draw the plant and answer the questions they see on the
provided and choose a plant to board.
research.
- Students will have the option
to work independently or with
a partner of their choice.
- Once they have chosen a plant,
they will research it, draw it,
and include their results in
their science journal.
- To guide their research, they
will need to answer the
questions written on the
board.
The teacher will move throughout the
class helping students find websites
and answering any questions they
might have.

Explanation: (15 minutes) Explanation

- The students will gather Students will present the information they gathered in
around the carpet and discuss their science journals to the class. While students present,
what they learned from the the others will take notes of what they learn and ask
websites. questions if they need to.
- One by one the
groups/students will present
the plants they chose, what the
plant looked like, and what
they learned about the plant.
 - Other students will be
encouraged to ask more
questions about the plants
being presented.
- Students will be required to
take notes of the plants being
presented that they didnt
choose this way the students
learn about more than just the
plant they chose.
The teacher will listen and ask
questions about the plants being
presented. The teacher will take notes
of how the students behave during the
presentations.

Expansion: (5 minutes) Expansion

- Ask students what they The students will participate in the discussion, listen, and
noticed about the plants in a answer questions.
salt marsh. What do they think
would happen if these plants
didnt exist? Would animals
have anything to eat? Would it
affect the animals/insects that
live in a salt marsh? Were they
surprised at the plants that
grow in a salt marsh or do not
grow in a salt marsh? Do these
plants all have a purpose in
the salt marsh ecosystem?
The teacher will guide the discussion.
The teacher should let the students ask
questions the teacher should let their
answers guide the rest of the
lesson/discussion.

Differentiation
To differentiated for students, possibilities could include;
General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
 pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5, break for
2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center

Evaluation:
- The teacher will observe students during the lesson and take anecdotal notes. Once the research
activity and presentations are finished, the teacher will go through their science journal. Did
they draw the plant? Did they answer the questions written on the board?

Stage 3: Post-Lesson Activities

Lesson Evaluation and Revision
- Record what went well throughout the lesson and what could be improved. Did they put effort
into their research and answers? Did they participate during the presentations?
 Lesson Plan - Weather
Subject: Grade:Four Length: 60 minutes Date:March 2,
Science 2016
Step 1: Lesson Title: Weather
Pre- Lesson
Preparation
Outcome/ Learning Objective: Students will see the different types of weather that we have in
New Brunswick that can affect the environment (salt marsh).

Student friendly language:

I can understand that the weather can have negative effects on the environment.

New Brunswick Curricular Objectives:

301-6 demonstrate a variety of methods of weathering and erosion
Knowledge 301-2: Relate habitat loss to the endangerment or extinction of plants and animals.
Skills 205-5: Make observations and collect information relevant to a given question or problem

NGSS:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.

Science and Engineering Practice:

-Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal
patterns that indicate relationships. (3-ESS2-1)
-Make a claim about the merit of a solution to a problem by citing relevant evidence about how
it meets the criteria and constraints of the problem. (3-ESS3-1)

Disciplinary Core Ideas:

Scientists record patterns of the weather across different times and areas so that they can make
predictions about what kind of weather might happen next. (3-ESS2-1)

Crosscutting Concept:
-Cause and effect relationships are routinely identified, tested, and used to explain change. (3-
ESS3-1)
-Engineers improve existing technologies or develop new ones to increase their benefits (e.g.,
better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands
(e.g., cell phones). (3-ESS3-1)
-Science affects everyday life. (3-ESS3-1)
Possible Students may not realize the effects that weather has on different types of ecosystems.
Misconceptio
ns

Step 2: Weather-Seymour Simon

Materials Kids Everything Weather-National Geographic
The Everything Kids Weather Book- Joe Snedeker
Snowflake Bently-Jaqueline Briggs Martin
Rain-Peter Spiers
The Wind Blew-Pat Hutchins
Weather-DK publishing
DK Eyewitness Weather- Brian Cosgrove
Kids Book of Weather Forecasting
Sand
Water
Sponge
Plate
Smartboard

Step 3: Set Teacher must have materials set up for science demonstration. Sand, water, sponge and plate all
Up/Instructi ready. Books must also be set up for students to look at for their book walk.
ons.
Step 4: TEACHER ACTIONS STUDENT ACTIONS
Lesson Plan,
Implementat Engaging Question(10min): Engaging Question:
ion, Script. Teacher will show the video that discuss erosion and Students will be seated at the front of
how the weather affects the soil and plants. the classroom while listening to the
https://www.youtube.com/watch? weather video.
v=Hy_PqKsv9mY&t=2s

Exploration(20min): Exploration:
Teacher will have books set up for children on During this time students will be
different tables for them to explore. (S)he will explain roaming around the classroom with
that students may look at any books of their choosing their science journals. Students will
and copy down things they find interesting. (Fact choose books they find interesting and
finding) copy down cool facts into their science
While students are roaming around classroom teacher journals. Students will be learning
will be observing to ensure students are staying on about different types of weather and
task and be available for any questions students may how the weather affects our
have. environment.

Explanation:
Students will be back at their desks for
Explanation (15min): whole class discussion. Some students
Teacher will choose some students to share their points will be able to share what they found in
that they found in the books. (S)he will discuss the the books, they can share these either
facts that our weather affects how plants and animals at their desks or at the front of the
live. Because we are in Canada and we have many class, up to them. Students will answer
different seasons, it greatly affects things around us questions accordingly participating in
Can you think of anything at your house that does not discussion. After discussing questions
grow in the winter, but grows in the summer. What with their elbow partners, students will
happens to the plants at your house when it rains really be chosen to share their thoughts with
hard? Teacher will ask students to discuss these the class again.
questions with their elbow partners.

Expansion:
Expansion (15min): During the demo students can come up
Teacher will be doing an erosion demo for students to close so that they are able to get a
show the effects of weather on the sand and soil that closer look at the effects of the water
belongs in a salt marsh. (S)he will already have set up dropping on the sand. Students will
the materials before the lesson. then draw what they saw from the
Place a large pile of sand on a plastic plate demo and write three sentences of why
Have a bucket of water with a sponge in it this happened to the sand in their
Take the sponge out of the water and squeeze water science journals.
out from the sponge onto the sand pile.
Students will see that the sand erodes and becomes
displaced.
Teacher will explain to students that this is what
happens to the soil and sand in our environments (salt
marsh) when we get bad weather storms. Students will
be able to get a clear picture of what the teacher really
means when (s)he says weather has extreme effects on
some ecosystems.

Evaluation:
Teacher will be looking at students journals to see
what students copied down as interesting facts and
what they wrote about erosion. Teacher will simply be
looking for understanding for this lesson. (S)he will
have a checklist with got it, almost there, and needs
more clarification with each student's name.
Differentiat To differentiated for students, possibilities could include;
ion General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks
(example, work for 5, break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center
Evaluate and Revise
What went well? Was the time allotted sufficient? Did students grasp the
Step 5 -
concept? Did they enjoy it?
Post Lesson Record any final observations on student performances.
Comments/Thoughts/For Next Time:

Lesson Plan: Animals

Subject: Grade: Four Length: 60 minutes Date: March 2nd, 2017
Science
Step 1: Lesson Title: Salt Marsh Animals
Pre-
Lesson Outcome/ Learning Objective: For students to understand what kinds of animals live in a salt
Preparatio marsh and understand the differences between carnivore, herbivore and omnivore.
n
Student friendly language:
I know what a carnivore, herbivore, and omnivore is and know which animals live in a salt marsh.
 New Brunswick Curricular Objectives:
104-4 compare the results of their investigations to those of others and recognize results may vary
108-3 describe how personal actions help conserve natural resources and care for living things and
their habitats
206-1 classify according to several attributes and create a chart or diagram that shows the method
of classification VENN DIAGRAM
206-2 compile and display data, by hand or by computer, in a variety of formats including
frequency tallies, tables, and bar graphs BAR GRAPH OF CARNIVORE/OMNIVORE
302-1 identify a variety of local and regional habitats and their associated populations of plants
and animals
302-2 describe how various animals are able to meet their basic needs in their habitat

Next Generation Science and Engineering practices:

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms
can survive well, some survive less well, and some cannot survive at all.
Science and Engineering Practices
Construct an argument with evidence. (3-LS4-3)

Disciplinary Core Ideas

For any particular environment, some kinds of organisms survive well,
some survive less well, and some cannot survive at all. (3-LS4-3)

Crosscutting Concepts
Cause and effect relationships are routinely identified and used to explain
change. (3-LS2-1),(3-LS4-3)

Possible -Students may believe that animals all live in the same area of a salt marsh and eat the same food.
Misconcep
tions
Step 2: Venn diagram sheets
Materials Pre-made bar graph with carnivore, omnivore, herbivore written on it (large paper)
Science Journals
Clay
Toothpicks
Googly Eyes
Book - A day in the Salt Marsh
Pipe cleaners
Popsicle sticks
Construction paper
***Location of Items: (if done in real classroom, write out where each item would be found
example materials can be found in the back cupboard on the second self on the left)
Step 3: Set Before Student Enter the Class:
Up/Instruc Set up materials at front table for students to gather before making their animals. Have graph
tions. paper and venn diagram also ready for students to make their diagrams.
Step 4: TEACHER ACTIONS STUDENT ACTIONS
Lesson
Plan, Engaging Question(10min): Engaging Question:
Implement What kind of animals do you think live in a salt marsh? While teacher is asking questions
ation, Can you give some examples? about salt marsh animals and when
Script. -Raccoon teacher reads book about salt marshes,
-Goose students will be gathered at the front of
-Mallard the class on the floor mat. They will
-Deer answer questions accordingly.
-Moose
-Fox
-Mouse
-Owl
-Herring
-Eagle

Teacher will then read the book A day in the salt marsh
to students.

Exploration(20min):
After engaging question teacher will send students back Exploration:
to their desks to wait for instructions. Teacher will After the Engaging question, students
explain to students that they will be making their own will go back to their desks and wait for
salt marsh animals out of clay, toothpicks, pipe cleaners, teacher to call on them to gather
googly eyes, popsicle sticks and construction paper. materials. Once students have all the
Teacher will also explain to students they may only take materials they need to make their
2 of each item. Teacher will bring four students at a time animals, students may go anywhere in
to the front of the class to gather the materials they need the classroom they wish to make their
to make an animal. Teacher will explain to students that animals. They only have 20 minutes to
they only have 20 minutes to do this activity and (s)he do this activity. Once they have
will put the timer up on the smartboard for students to finished they will return back to their
keep track of time. During this time teacher will be desks with their animals
walking around making anecdotal notes of whether or
not students understand what types of animals live in a
salt marsh.
Explanation:
Explanation (20min): While teacher is doing their
Once students have finished creating their animals explanation of the differences between
teacher will begin explaining different types of types of consumers students will be
consumers. (Carnivore, Omnivore, Herbivore) Teacher sitting at their desks, answering
will tell students the definitions of each questions accordingly. After the
Carnivore = Only eats explanation of consumers, students
Herbivore = Only eats plants will come up to the front of the class to
Omnivore = Eats both place their animal they made in the
Teacher will show students the pre-made bar graph that proper category.
was made and there will already be some animals in
each category. Teacher will ask students if they can think
of some animals that can go in the categories (does not
need to be from a salt marsh)
EX:
dog = omnivore - because our dogs eat both meat and
vegetables.
cat= omnivore
tiger=carnivore - they only eat meat in the wild
Students will then come up to the front of the class to
place their animals they made in the consumer category
they think it belongs in. Teacher will be ensuring that
students are placing their animals in the proper category
on the bar graph .

Expansion (10min):
Students have pre-made venn diagram circle sheets in Expansion:
their science journals. One circle will be meat eaters, one Students will already have their
circle will be plant eaters and the middle section will be science journals in their desks, they
the omnivores. Teacher will explain to students that they will get them out to fill in their Venn
will be filling in their Venn Diagrams with the animals Diagram sheet. The bar graph is still at
the class has made. Putting them in the proper the front of the class for students to
categories. refer to. They will place all the names
of the animals in the correct categories.
The names of the animals will be on
the side of the sheet for students who
may have difficulty spelling.

Evaluation -
When students are creating their animals teacher will be
circulating making anecdotal notes of students progress
and comprehension of animals that belong in a salt
marsh.
When students are finished their Venn Diagrams teacher
will collect their journals and mark them using a
checklist with outcomes written on it.
206-1 classify according to several attributes and create
a chart or diagram that shows the method of
classification
206-2 compile and display data, by hand or by computer,
in a variety of formats including frequency tallies, tables,
and bar graph
104-4 compare the results of their investigations to those
of others and recognize results may vary
108-3 describe how personal actions help conserve
natural resources and care for living things and their
habitats
Differenti To differentiated for students, possibilities could include;
ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Science learning Center

Evaluate and Revise

What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson
Comments/Thoughts/For Next Time:

Lesson Plan - Habitats

Subject: Grade:Four Length: 60 minutes Date:March 2, 2016
Science
Step 1: Lesson Title: Habitats
Pre-
Lesson Outcome/ Learning Objective: For students to understand where animals live in a salt marsh,
Preparatio and that some animals survive in certain areas that other animals do not.
n
Student friendly language:
I understand that animals live in different areas of a salt marsh with different surroundings.

New Brunswick Curricular Objectives: New Brunswick Curricular Objectives:

 104-4 compare the results of their investigations to those of others and recognize results may vary
108-3 describe how personal actions help conserve natural resources and care for living things and
their habitats
302-1 identify a variety of local and regional habitats and their associated populations of plants
and animals
302-2 describe how various animals are able to meet their basic needs in their habitat

Language Arts:
GCO 5: Students will be expected to interpret, select, and combine information using a variety of
strategies, resources, and technologies.
GCO: 10: Students will be expected to use a range of strategies to develop effective writing and
other ways of representing and to enhance their clarity, precision and effectiveness.

Next Generation Science and Engineering practices:

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms
can survive well, some survive less well, and some cannot survive at all.
Science and Engineering Practices
Construct an argument with evidence. (3-LS4-3)

Disciplinary Core Ideas

For any particular environment, some kinds of organisms survive well, some survive less well, and
some cannot survive at all. (3-LS4-3)

Crosscutting Concepts
Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-
LS4-3)

Possible Students may think that all animals live in the same area of one habitat.
Misconcep
tions
Step 2: Paper
Materials Pencil Crayons
Markers
Science Journals
Information sheets about animals that live in a salt marsh
Step 3: Set - Teacher will have information sheets ready for students on the different types of
Up/Instruc animals they will be looking at (Racoon, Deer, Moose, Canada Goose, Fox, Mouse,
tions. Mallard, Eagle, Owl, Herring).
Step 4: TEACHER ACTIONS STUDENT ACTIONS
Lesson
Plan, Engaging Question(5min): Engaging Question:
Implement Now that we know what kind of animals that live in a During this time students will be
ation, salt marsh, what kind of habitat do you think those seated on the mat at the front of the
Script. animals live in? Think back to our bulletin board and classroom answering questions
where the animals were located on it. accordingly.
 Exploration(20min): Exploration:
Teacher will explain to students that they are going to Students will come to the front of the
pick an animal from the table that interests them. class to choose the animal they would
Teacher will tell students that they are going to draw a like to study/learn about. Once they
picture of their animals habitat and its surroundings. have chosen their animal, based on the
information they have been given they
will draw a picture of their animals
habitats and their surroundings in their
math journals. Once their drawing is
complete and coloured students are
going to write a paragraph explaining
their habitat and animal. Students will
be completing this task individually at
their desks.

Explanation (15min): Explanation:

Once students have finished their drawings and writing During the explanation phase students
pieces teacher will begin to explain how all animals have will be at front of classroom on a mat,
different habitats depending on where the animal lives. where they can better see the
Teacher will show the video smartboard
https://www.youtube.com/watch?v=p15IrEuhYmo to
explain habitats. Teacher will connect students to their
own habitats by asking what they need to live.

Expansion (10min): Expansion:

Teacher will ask some students if they would like to One at a time some students will come
come to the front of the class to present their animal and to the front of the class to explain their
their habitats. drawing and writing piece. Students
may express their work in their own
words or read from their writing piece.
Evaluation:
Teacher will be using a rubric for this piece of work.
(S)he will be looking for good explanation of their
habitats as well as pictorial representations.

Differenti To differentiated for students, possibilities could include;

ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
 break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Science learning Center

Evaluate and Revise

What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson
Comments/Thoughts/For Next Time:

Lesson Plan: Rain Cycle

Subject: Grade: Grade Four Length: 55 minutes Date: February 7, 2016
Science
Step 1: Lesson Title: Rain Cycle
Pre-
Lesson Outcome/ Learning Objective: For students to understand the process of the rain cycle and they
Preparatio different stages; including evaporation, condensation, precipitation, and transpiration, surface
n runoff, etc.
Student Friendly Language:
I can understand how the rain cycle works and what evaporation, condensation, precipitation,
transpiration and surface runoff are.

New Brunswick Curricular Objectives:

GCO: Performing and Recording
-Skills 205-5: Make observations and collect information relevant to a given question or problem
GCO: Analyzing and Interpreting
-Skills 206-1: Classify according to several attributes and create a chart or diagram that shows the
 method of classification
Science and Engineering practices:
Developing and Using Models
Modeling in 35 builds on K2 experiences and progresses to building and revising simple models
and using models to represent events and design solutions.
Develop a model to describe phenomena. (4-PS4-2)
Crosscutting Concepts:
Cause and Effect
Cause and effect relationships are routinely identified. (4-PS4-2)

Connections to the Classroom Activity:

-Create a model to show the rain cycle
-Create hypotheses about the rain cycle
-Develop an understanding of the different stages within the cycle

Possible -Students may believe that rain simply comes from clouds and that once it is on land it stays on
Misconcep land.
tions -Students may not believe that there is a continuous rain cycle that occurs

Step 2:
Materials
***Location of Items: (if done in real classroom, write out where each item would be found
example materials can be found in the back cupboard on the second self on the left)
Step 3: Set Before Student Enter the Class:
Up/Instruc Set up materials at front table for students to gather.
tions. Teacher must also make the dirty water using clean water and soil mixed together to give to
students for their experiments.
Step 4: TEACHER ACTIONS STUDENT ACTIONS
Lesson
Plan, Engaging Question(5min): Engaging Question:
Implement Where does rain come from? Write your hypotheses Students will write down their
ation, down in your science journal. Teacher will have a rain hypotheses in their science journals
Script. video on the smartboard for students to see and hear. and watch the video
https://www.youtube.com/watch?v=cO_IFJaWmhA.
Video will stay on the screen during the exploration
phase.
https://www.youtube.com/watch?v=ihTa1iM-uKM
Exploration(10min): Exploration: Students will then draw
Teacher will ask students to draw what they think the what they think the rain cycle is or
rain cycle is or where they think rain comes from. where they think rain comes from in
Teacher will then ask for student shares to see what the their journals while watching the
students came up with. If students are close, teacher will videos on the board. Selected students
use their drawing to help explain. will share their ideas with the class.

Explanation (20min):
Teacher will then explain the rain cycle and the steps Explanation: Students will listen to
within it, including the different stages of evaporation, the teachers explanation, and then fill
condensation. out the their handout while watching a
Students will be given a handout which will be labeled video.
as a class with the correct concepts as they watch a
video.
https://www.pinterest.com/pin/285908276322134931

Expansion (20min): Expansion: Students will then label

Teacher will then have students label a plastic bag with their plastic bags with the steps of the
the steps of the water cycle. These bags will be filled rain cycle, add water and tape to the
half way with water and placed on the window. If it is window. Students will observe what
sunny student can observe what happens throughout the happens as the day progresses.
day.
----------------Take Home Assignment --------------------
Evaluation - Teacher will assign a take home project Evaluation Students will create a
where students will create a shoe box display of the rain shoe box display of the rain cycle. The
cycle. The show box display must include all steps of the show box display must include all
rain cycle . This will be evaluated through the use of a steps of the rain cycle. Students will be
rubric which will focus on creativity, correctness and told that the project will be marked
representation. based on creativity, correctness and
**Students will also be shown previously made representation.
examples.
Differenti To differentiated for students, possibilities could include;
ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
 larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Science learning Center

Evaluate and Revise

What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson Comments/Thoughts/For Next Time:

Lesson Plan: Water - Water Filtration

Subject: Grade: Grade Four Length: 55 minutes Date: February 7, 2016
Science
Step 1: Lesson Title: Water Filter
Pre-
Lesson Outcome/ Learning Objective: Students will see that the salt marsh acts as a filtration system
Preparatio just like the water filter we will make
n
Student Friendly Language:
I can understand how salt marshes filter water.

New Brunswick Curricular Objectives:

-100-37 investigate and describe soil components
-201-3 use appropriate tools for manipulating and observing materials and in building simple
models
-200-3 make predictions, based on an observed pattern
-100-38a describe the effect of moisture on characteristics (e.g., cohesion - ability to hold together,
texture, colour of the soils
-100-38b compare the absorption of water by different soils
-100-39 observe and describe the effects of moving water on different soils
-201-5 make and record relevant observations and measurements, using written language, pictures,
and charts
-202-2 place materials and objects in a sequence or in groups according to one or more attributes
NGSS:
Students who demonstrate understanding can:
5-PS1-3. Make observations and measurements to identify materials based on their
properties.
Science and Engineering Practice:
Developing and Using Models

Disciplinary Core Ideas:

PSA.A: Structure and Properties of Matter
-Measurements of variety of properties can be used to identify materials. (Boundary: At this grade
level, mass and weight are not distinguished, and no attempt is made to define the unseen particles
or explain the atomic-scale mechanism of evaporation and condensation.)

Crosscutting Concept:
Scale, Proportion, Quantity

Connections to the Classroom Activity:

-Observe properties of soil (particle size, texture, and color)
-Develop an understanding of the different properties of soil based on their interaction with rain.
-Create a model to examine how water would interact with different soil types
-Use descriptions of various soil types to identify soil samples
-Compare and contrast soil types
Possible - Students may think that the water will not be any cleaner once it goes through the filter as it is
Misconcep simply being filtered by rocks, and a coffee filter.
tions -They may also think that if the water comes out of the filter clear that it is drinkable but it will
still be contaminated.

Step 2: -Cotton balls

Materials
-Soda Bottle
-Coffee filters
-Sand
-Pea gravel
- gravel
-12oz plastic cups
-5 gallon buckets
-Soil
***Location of Items: (if done in real classroom, write out where each item would be found
example materials can be found in the back cupboard on the second self on the left)
Step 3: Set Before Student Enter the Class:
Up/Instruc Set up materials at front table for students to gather.
tions. Teacher must also make the dirty water using clean water and soil mixed together to give to
students for their experiments.

Step 4: TEACHER ACTIONS STUDENT ACTIONS

Lesson
Plan, Engaging Question(5min): Which soil/rocks do you Engaging Question: Students will
Implement think will make the best filtration system? respond to which one they think will
ation, be most effective to create clean water.
Script.
Exploration(20min): Exploration:
Teacher will begin by asking students to pick between In groups of two, students will come
small rocks, sand, and big rocks for their filtration up to the front of the class to get their
system. (S)he will then disburse materials to groups and materials, they will choose either big
tell them they can make their filter however they want rocks, smaller rocks, or sand then each
using these materials. (S)he will explain to students that group will get equal amount of other
their filter bottom has to be where the cap is, so when materials (cotton balls, soda bottle,
they pour their water into their filter it must come out coffee filter, 2 plastic cups, and a cup
from where the cap is. Pop bottle will be cut in half prior of dirty water).
to distribution so students do not cut their hands trying Once students have all of their
to cut bottle in half. Teacher will also show students a materials they can begin creating their
picture of what the bottle should look like to give them filters however they like. Students will
an idea of how to place their bottle during their make predictions of whether or not
experiment, but will not give them any clues as to how they think their filter is going to be
to place their materials. successful and why.
Once students are finished their
 filtration systems, we will test them
out using the dirty water that was made
prior to the students coming to class.

When students are exploring, teacher will be circulating Explanation:

around the room ensuring students are on task. Students will watch the process of
making the filter while asking and
Explanation (20min): answering questions throughout the
Teacher will then go through the steps of creating a filter process. They will make predictions
with the students as a group. Teacher will about what will occur once the filter
question/explain as they go through the steps has been made.
Teacher will place coffee filter in the pop
bottle explaining that this will work as the fine
filter or the last stage of the filtering process.
Teacher will then place cotton balls in the
coffee filter which will stop any bigger pieces of
sand from getting through
Teacher will then place small rocks
explaining that these will catch more dirt within
the water
Teacher will then put sand in the filter
which will catch small particles.
Teacher will place large rocks on top to
catch any large particles.
Teacher will ask students to make Expansion:
predictions about what will happen and then Students will answer questions and
pour the dirty water into the filter. discuss why they think this occurred.

Expansion (10min):
Teacher will question if the student made filters work the
same way or differently than the teachers.
Teacher will explain that water is naturally filtered
through salt marsh in a similar way. When it rains the Evaluation Students research and
salt marsh cleans the rain to create clean water. answer questions and hand it in for
assessment.
-----------------Take Home Assignment --------------------
Evaluation -
Apply what you learned about water filtration to salt
marshes. Research the filtration system of the salt marsh.
- How does it work?
- What does the salt marsh filter from
water?
- What natural elements filter the water?
- Draw the process.
- Why do we need salt marshes?
Differenti To differentiated for students, possibilities could include;
ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center

Differenti To differentiated for students, possibilities could include;

ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center
Evaluate and Revise
What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson
Comments/Thoughts/For Next Time:
 Lesson Plan - Salt Marsh Field Trip
Subject: Grade:Four Length: All Day Date:March 2, 2016
Science
Step 1: Lesson Title: Field Trip
Pre-
Lesson Outcome/ Learning Objective: Students will see that the salt marsh are an important part of our
Preparatio environment.
n New Brunswick Curricular Objectives:
GCO: Social and Environmental Contexts of Science and Technology
NGSS: Students who demonstrate understanding can:
5-PS1-3. Make observations and measurements to identify materials based on their properties.

Teacher will arrange for a tour guide, who will have activities and a tour
prepared for the day.

Connections to the Classroom Activity: All activities have been linked and building up to the
field trip at the salt marsh. The purpose of this field trip is to allow all students to have some first
hand experience with a salt marsh, so that they can see what it looks like and have hands on
experience.
Possible Students may not know that there is a salt marsh in New Brunswick.
Misconcep
tions
Step 2: Tour guide
Materials
Activity sheet
Bus
Parent volunteers
Step 3: Set Write up proposal for principal for permission to take students to salt marsh
Up/Instruc Call the tour guide and set up a tour.
tions. Arrange for a bus to take us to the salt marsh
Ask for parent volunteers

Evaluate and Revise

What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson
Comments/Thoughts/For Next Time:

Lesson Plan - Final Lesson - Wrap Up - Create Your Own Salt Marsh
Subject: Grade:Four Length: 1hour Date:March 2, 2016
Science
Step 1: Lesson Title: Salt Marsh Project
Pre-
Lesson Outcome/ Learning Objective: Students will see that the salt marsh are an important part of our
Preparatio environment, they will be able to create and write about salt marshes.
n
Student Friendly Language:
I can, explain why salt marshes are important

New Brunswick Curricular Objectives:

GCO: Social and Environmental Contexts of Science and Technology
-STSE 108-3: Describe how personal actions help conserve natural resources and care for living
things and their habitats
- STSE 108-6: Identify their own and their families impact on natural resources
- STSE-201-3: use appropriate tools for manipulating and observing materials and in building
simple models
New Brunswick Language Arts Curricular Objective:
GCO 5: Students will be expected to interpret, select, and combine information using a variety of
strategies, resources, and technologies.
NGSS:
Students who demonstrate understanding can:
5-PS1-3.- Make observations and measurements to identify materials based on their properties.

Science and Engineering Practice:

Developing and Using Models
Engaging in Argument from Evidence
K2 experiences and progresses to critiquing the scientific explanations or solutions proposed by
peers by citing relevant evidence about the natural and designed world(s).
Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Crosscutting Concept:
Cause and Effect
Cause and effect relationships are routinely identified. (4-PS4-2)
Systems and System Models
A system can be described in terms of its components and their interactions.
(4-LS1-1),(4-LS1-2)

Connections to the Classroom Activities: This final activity is linked to all the other activities
we have done throughout the unit. This is a creative summative assignment which has two parts,
the writing which will be done in class and the take home built your own salt marsh.

Possible Students may not realize the amount of information they have learned throughout the unit.
Misconcep
tions
Step 2: -Paper
Materials
-Whiteboard/markers
-Handouts with questions to answer
 -Instructions for take home project
Step 3: Set Have students at their desks with paper and a writing utensil.
Up/Instruc
tions.
Step 4: TEACHER ACTIONS STUDENT ACTIONS
Lesson
Plan,
Engaging Question(5min): What have we learned Engaging Question: Students will
Implement
ation, about salt marshes? Teacher will write down answers in provide answers for the web about
Script. a web on the board. what they know about salt marshes.

Exploration(10min): Students will complete a free Exploration: Students will explore

write activity where they will write non-stop about salt their thoughts about saltmarshes in a
marshes for 10 minutes. The questions will not be given free write. They will write for 10
to the students before the free write to allow them to minutes without stopping
write whatever comes to mind.

Explanation (15min): Teacher will explain that the web Explanation: Students will receive a
and the free write are the first steps to writing their final the list of questions which they should
piece on salt marshes. Teacher will explain to students answer in a long writing piece.
that they should write about these things
1. What is a salt marsh?
2. What lives in a salt marsh?
3. What do salt marshes do?
4. Why do we need salt marshes? Why are
they important?

Expansion (20min): Teacher will allow students time to

Expansion: Students will work on
work on their writing pieces. Teacher will circulate the
their writing pieces with the support of
room and help where needed.
peers and teacher.

----------------Take Home Assignment --------------------

Evaluations (10min) : teacher will explain that the
Evaluation: Students will complete
writing piece will accompany a model of a salt marsh.
the salt marsh model at home and
Teacher will provide a checklist and explanation of the
bring it in once it is finished
salt marsh model which will be completed at home.

Differenti To differentiated for students, possibilities could include;

ation General
group work
explicit instructions -
one on one instruction/explanations
Teacher led centers
Fine Motor Difficulties
 pre-cut fractions
larger pieces/ manipulatives
partners
Attention Difficulties
Step by step instruction that include breaks (example, work for 5,
break for 2)
Choices/options
Teachers material assistant
Enrichment
Choices/Multiple Options
Modified activities that are at their level
Enrichment Math learning Center
Evaluate and Revise
What went well? Was the time allotted sufficient? Did students grasp the concept?
Step 5 -
Did they enjoy it?
Post Record any final observations on student performances.
Lesson
Comments/Thoughts/For Next Time: