Unit/Lesson Plan Title: The Munching Musher
Clarissa Nogueras, Kori Cairikier, Chelsea Cassels, Stephanie Smith
Our module is inquiry driven because students will question what food would be best for
the musher to take on the Iditarod race for survival, growth, and repair of the body.
They will then write a hypothesis based on their question and experiment to test various
foods for starch, glucose, fat and protein. Students will interpret the data to test their
hypothesis and answer their question.
SCIENCE PLANS 1
Primary Subject
Integrated Subjects
Grade Level
Length of Unit/Lesson
Research Sources
Science
Reading
4th
1 week
4th Grade Harcout Science Text copyright 2000, www.askkids.com,
Comic Life,
http://lgfl.skoool.co.uk/content/keystage3/biology/pc/learningsteps/AD
SLC/launch.html
Unit/Lesson Summary
Students will be learning about the importance of animal adaptations.
Students will also be able to explain why animals have adaptation and
what sort of adaptations the animals have.
Key Vocabulary
Environment, climate, oxygen, shelter, metamorphosis, adaptation,
camouflage, mimicry, instinct, migration, hibernation, survival,
behavior, habitat, body structure
Essential
Standards/NCSCOS
Essential Questions
Materials/Resources Needed
4.L.1 – Understand the effects of environmental changes,
adaptations, and behaviors that enable animals to survive in changing
habitats.
How do animal behaviors and body structure help them
survive in their natural habitat?
• What are adaptations and how do they help animals survive?
• Why are animal adaptations important? Why are there different
shapes of beaks?
• What would happen if the Arctic Foxes’ fur was brown?
• How is an instinct different from a learned behavior?
• How does migration/hibernation help an animal meet its
needs?
Science Text, computers with internet access, science journals,
“Animal Adaptations” worksheet (see activity 6 below), straws,
spoons, clothespin, toothpicks, popsicle sticks, tweezers, birdseed,
flies, minnow, rope, plastic bags
•
Exploration/Engagement
Activities
Accommodations for
Differentiated Instruction
1. Students will read Chapter 2, Lesson 1 (p.A30-A37) in science
books and answer questions at the end of the lesson in their science
journals
2. Students will use what they are learning in reading to research
information on sled dogs using askkids.com, students need at least 5
facts having to do with adaptations sled dogs must have in order to
survive the cold conditions
3. Students will use the research they found to make a poster using
comic life to describe adaptations of sled dogs
4. Students will read Chapter 2, Lesson 2 (p.A38-A45) in science
books and answer questions at the end of the lesson in their science
journals; teacher will model and explain vocabulary (adaptation,
camouflage, mimicry)
5. Students will participate in the investigations described on science
pp.A38-A39 to see how beaks of birds must adapt to the kind of food
they eat; students will create a table as the one on A39 to record
observations from the experiment in their science journals they will
also answer the drawing conclusions questions in science journals
6. Animal adaptations video and quiz from
http://lgfl.skoool.co.uk/content/keystage3/biology/pc/learningsteps/AD
SLC/launch.html , complete “Animal Adaptations” worksheet
http://www.sciencenetlinks.com/pdfs/adapt_actsheet.pdf
Charts/tables made for lower level students while higher level will
create their own, showing videos for visual learners, taking a class
quiz instead on individual basis.
Cross Curricular
Integration
Reading plans show integration of novels.
Assessments:
 Performance-based
 Formative
 Summative



Comic Life “poster”
Quiz on Animal Adaptations done as a class with Activity 6
“Animal Adaptations” worksheets
Extension Activities
Created by
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SCIENCE PLANS 2
Primary Subject
Integrated Subjects
Clarissa Nogueras, Chelsea Cassels, Stephanie Smith, Kori Cairrikier
Science 1
ELA
Grade Level
Length of Unit/Lesson
Research Sources
Unit/Lesson Summary
Key Vocabulary
Essential Standards/NCSCOS
Essential Questions
Materials/Resources Needed
Exploration/Engagement
Activities
4
5 days
STC lesson books, magazines, kits
internet sites: myplate.gov,
iditarodforkids.org, videos from
National Geographic
In this unit students will determine
which foods would be beneficial for
survival in the Iditarod race.
Students will be using literature
about the Iditarod for background
knowledge and connections while
discovering which nutrients provide
energy, growth and repair of the
body.
vitamin, mineral, starch, protein, fat,
sugar, exercise, energy, sample,
contamination
Science Essential Standard: 4.2.L.1Classify substances as food or nonfood items based on their ability to
provide energy and materials for
survival, growth and repair of the
body.
How do you test for starches,
sugars, proteins, and
carbohydrates?
What nutrients provide energy?
What nutrients help with growth
and repair of the body?
How do different nutrients help the
body?
What are the functions of
nutrients?
What are the best nutrients to
consume to survive in different
situations?
Kids Discover: Nutrition pp.4-7, STC Food
Chemistry Student Investigations books,
Horizons Food Chemistry Kit
Explore: (Using STC Food
Chemistry Student Investigations
books)
Students will use Lesson 2
Identifying Healthy Foods:
Getting Ready (this will
have to be modified for
fourth grades learners).
Students will investigate
healthy foods by observing
foods using the senses.
Students will use Lesson 4:
Testing Foods for Starch by
using chemical tests from
the Horizons Food Chemistry
Kit. By the end of the inquiry
students will know what a
starch is, how to identify a
starch, and how it helps the
body. (See Extension
Activity)
Students will use Lesson 7:
Testing Foods for Glucose
by using chemical tests from
the Horizons Food Chemistry
Kit. By the end of the inquiry
students will know what
glucose is, how to identify
glucose, and how it helps
the body. (See Extension
Activity)
Students will use Lesson 10:
Testing Foods for Fats by
using chemical tests from
the Horizons Food Chemistry
Kit. By the end of the inquiry
students will know what fats
are, how to identify fats, and
how it helps the body. (See
Extension Activity)
Students will use Lesson 13:
Testing Foods for Proteins
by using chemical tests from
the Horizons Food Chemistry
Kit. By the end of the inquiry
students will know what
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Assessments:
Performance-based
Formative
Summative
Extension Activities
protein is, how to identify
protein, and how it helps the
body. (See Extension
Activity)
As a reinforcement activity, pair
students based on ability. Research
materials will be differentiated for
ability groups, some engagement and
exploration activities will be scaffolded
or student centered based ability
groups for example: upper level
learners could research the different
nutrients and lower level could be
guided or scaffolded by giving them
the research materials and graphic
organizers to guide their research.
Read “Akiak” from basal reader
Houghton Mifflin 4th Grade
Reading Book
Other literature options could
include: Woodsong by Gary
Paulsen, Stone Fox By John
Gardiner, etc.
After students learn about the different
types of nutrients, students will create
a menu for the mushers and a menu
for the dogs with food choices that will
help them complete the Iditarod.
After Starch Inquiry Lesson –
Students will read “Life
Without Starch? It Won't Be
Easy!” and answer teacher
made EOG type questions
related to the article.
After Glucose Inquiry Lesson –
Students will create a shape
poem about their favorite
food that contains glucose.
The shape poem will be
written in the shape of the
food the student chose.
After Fats Inquiry Lesson –
Students will read “Some
Created by
MATH LESSON 1
Primary Subject
Integrated Subjects
Grade Level
Length of Unit/Lesson
Research Sources
Unit/Lesson Summary
Key Vocabulary
Essential Standards/NCSCOS
Essential Questions
Materials/Resources Needed
Exploration/Engagement
Activities
Good News about Fat” and
answer teacher made EOG
type questions related to
the article.
After Proteins Inquiry Lesson –
Plan meals that a musher
would need to pack that
includes different sources of
proteins.
Stephanie Smith, Kori Cairrikier,
Chelsea Cassels, Clarissa Nogueras
Math
Science, ELA
4
1 day
1.
http://nces.ed.gov/nceskids/help/user_
guide/graph/whentouse.asp
http://studyjams.scholastic.com/studyj
ams/index.htm
Strategies (especially pages 120-125;
4.01 Strategy C, L, S and U; 4.03
Strategy C) from Resources for
Mathematics: Grade Four (2003
SCS) on the NCDPI Website:
http://mathlearnnc.sharpschool.com
/cms/One.aspx?
pageId=5051238&portalId=4507283
Students will learn which type of graph
to use with different sets of data.
line graph, circle graph, bar graph, line
plot
NCSCOS Math: Collect, organize,
analyze, and display data (including
line graphs and bar graphs to solve
problems).
What type of graph would you use to
organize, analyze and display various
types of data?
pencil, NC EOG graph paper,
Promethean board, computer
connected to the internet, math
journals
Orally review the different types of
graphs including bar, line, circle and
line plots. Explain that there are
different types of graphs because
we must choose graphs based on
what kind of data is being
represented.
Write the four types of graphs on the
promethean board, have students
give examples of what kind of
information you would find on each
kind of graph.
On your computer connected to the
Promethean board go to the
website studyjams.scholastic.com.
Choose the math section. Choose
the topic of Data Analysis and
select “Choosing the Correct
Graph” icon. Choose the “Step by
Step” icon. Go through the tutorial
as a whole group with your class.
Go back to your flipchart. In student
journals, have students do a one
minute essay to write the main
purpose of the four kinds of graphs.
Have kids share and write the
information on the Promethean
board. Have students record this
information in their math journals.
On the studyjams.scholastic.com.
Choose the “Watch Out” icon. This
will summarize the lesson. Bar
graph- used to compare data by
category. Line graph- shows how
data changes over time. Circle
graph- shows parts of a whole.
Line plots- help keep count of data
as it is being recorded. Allow
students to make changes to the
definitions the have written in their
math journals.
On the studyjams.scholastic.com.
Choose the “Try It” icon. This will
give the students two chances to
practice what they learned in this
lesson. You can allow students to
vote on the correct answer with
Activotes or simply poll kids and
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Assessments:
Performance-based
Formative
Summative
Extension Activities
Created by
allow them to raise their hands to
indicate their choice.
As a reinforcement activity, pair
students based on ability. Give each
pair of students eight index cards.
Have them use their math journals to
write a separate vocabulary word and
definition on each of the eight card.
The students can play a
memory/matching game. This will
help them to memorize what kinds of
data each type of graph is used for.
It is essential for students to be able to
choose the correct type of graph when
presenting the data they collect during
science inquiry.
Performance based- Over time you
will see if students choose the correct
graph when displaying data from their
science experiments.
Formative- Engagement activity #4:
Write a one minute essay to address
the uses of various graphs in their
math journals.
Summative- 1. Engagement activity
#6: The “Try It” icon
studyjams.scholastic.com has the
class choose the correct graph for two
sets of data.
2. Pretest and Posttest results form
learning module.
Students will choose what kind of
graph or chart they need to use
when performing their own science
experiments and recording or
reporting their data.
Strategies (especially pages 120-125;
4.01 Strategy C, L, S and U; 4.03
Strategy C) from Resources for
Mathematics: Grade Four (2003
SCS) on the NCDPI Website:
http://mathlearnnc.sharpschool.com
/cms/One.aspx?
pageId=5051238&portalId=4507283
Stephanie Smith, Kori Cairrikier,
Chelsea Cassels, Clarissa Nogueras
MATH LESSON 2
Primary Subject
Integrated Subjects
Grade Level
Length of Unit/Lesson
Research Sources
Mathematics
Science and Mathematics
4
2 days
http://www.uen.org/Lessonplan/preview?
LPid=159
http://kidshealth.org:80/Search01.jsp?
SearchSection=3&Mode=Search&SearchText
Area=protein%20carb%20fat%20p6
http://kidshealth.org/kid/stay_healthy/fit/what_ti
me.html
http://www.bcm.edu/cnrc/bodycomp/energy/en
ergyneeds_calculator.htm
Unit/Lesson Summary
Students graph their estimations of caloric
intake and caloric expenditures
Key Vocabulary
graph, data, chart, calorie, carbohydrate, fat,
protein, estimate
Essential Standards/NCSCOS
Mathematics - 4.01, 4.03
Science - 4.L.2.1, 4.L.2.2
Essential Questions
How do I make predictions based on data?
Why is caloric intake important?
Materials/Resources Needed
Calories Used Table
Internet links
Exploration/Engagement
Activities
Begin the lesson by discussing with students
that food changes to energy when we eat it.
When we measure the energy we receive to
make our body work, we call that
measurement 'calories'.
Have students write on a sticky note how many
calories they think they need for basic growth
and body function. Have students stand in a
line according to the estimate they wrote on
their sticky note. For a written record of their
estimates, have students stick their sticky
notes to a chart to make a line plot.
Have students use a caloric needs calculator
(see web site listed above) to calculate their
caloric needs.
Give the students a line graph of resting body
functions, such as sitting or watching TV. After
referring to the Calories Used Table, have
students plot the caloric expenditures for
activities such as, running, swimming, or
bicycling. Have them compare their graphs
with the resting body functions graph. Then
have them compare graphs in their small
group. Have them discuss the differences in
their graphs and justify their responses.
Accommodations for
Differentiated Instruction
Students who may need extra assistance may
work with a partner.
Students who need assistance with graphing
will be given graph paper that will have the X
and Y axis labeled as well as places for
students to label their axes.
Students will so be provided a ruler for drawing
a straight line if needed.
Cross Curricular
Integration
The lesson on graphing is based on concepts
learned based on the 2009 Essential
Standards. Students will use what they know
from science lesson plans about how foods
provide energy and materials for survival,
growth, and repair of the human body and the
role of vitamins, minerals, and exercise to
maintain a healthy body to create a line graph.
The line graph will reflect their ability to
analyze data based on nutrition and compare
data sets.
Assessments:
Performance-based
Formative
Summative
The teacher will assess student graphs using
the Caloric Intake and Expenditures Rubric.
Extension Activities
Calories are the measurement which various
nutrients can supply your body. A gram of
protein or carbohydrate provides 4 calories.
However, a gram of fat provides 9 calories.
1 cup of milk = 8 grams of protein, so: 8 grams
X 4 calories = 32 calories from protein.
1/2 cup of cooked spaghetti = 17 grams of
carbohydrate, so: 17 grams X 4 calories = 68
calories from carbohydrate.
1 order of "large fries" = 22 grams of fat, so: 2
grams X 9 calories = 198 calories from fat.
Have students use calculators to calculate the
calories in: 2 cups of milk1 cup of cooked
spaghetti (2 halves)2 orders of friesetc.
Created by
Email
Kori Cairrikier, Chelsea Cassels, Clarissa
Nogueras, Stephanie Smith