Name: _______________________
Vancouver Island University Faculty of Education
YEAR 5 POST BACC - FRAMEWORK PLANNING MATRIX
Part 1
Name: Allie Tompkins
Grade(s): 4
Title of Unit: Habitats and Communities
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study
Students will be exposed to various interactive and engaging activities that will help them learn about and appreciate habitats and communities. Students will
have opportunities to create, compare, and observe various plants and animals while working in both group settings and individually.
1. Demonstrate an understanding of habitats a) What is a habitat b) Animals and plants c) Local habitats 2. Describe and explain adaptations 3. Show an
understanding of communities 4. Describe and label food chains a) Who eats whom b) Changes affect the chain 5. Show an understanding of Aboriginal concepts
of respect for the environment 6. Demonstrate an awareness to the effects humans have on the environment a) personal choices b) changes in habitats
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
Students will learn about the systems of local plants and animals and develop an understanding of the Aboriginal respect to the environment. As students develop
an understanding about habitats and communities, they will make connections between their own personal choices and how it affects the natural world. Students
in this class already show a connection to the natural environment, therefore, this unit will engage students with their personal interests while introducing them to
new information about the natural world.
List the Provincial Learning Outcomes (PLOs):
Science (S)
Life Science: Habitats and Communities
- S1 Compare the structures and behaviours of local animals and plants in different habitats and communities
- S2 Analyse simple food chains
- S3 Demonstrate awareness of the Aboriginal concept of respect for the environment
- S4 Determine how personal choices and actions have environmental consequences
Language Arts (L)
Oral Language
- LA5 select and use strategies when expressing and presenting ideas, information, an feelings including:
o Setting a purpose; assessing prior knowledge; generating ideas; making and sharing connections; asking questions to clarify and confirm meaning; organizing
information; practicing delivery; self-monitoring and self-correcting in response to feedback
Reading and Viewing
- LB2 read fluently and demonstrate comprehension of grade‐ appropriate information texts, such as
o non‐fiction books ; textbooks and other instructional materials ; materials that contain diagrams, charts, illustrations, or graphs ; reports and articles from
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Name: _______________________
newspapers and children’s magazines ; reference material ; web sites designed for children; instructions and procedures
Writing and Representing
- LC2- write a variety of clear informational writing for a range of purposes and audiences featuring:
o Clearly developed ideas by using clear, focused, useful, and interesting details and explanations; sentence fluency through a variety of sentence lengths and
patterns with some emerging fluidity, a voice demonstrating an appreciation of, interest in, and knowledge of the topic; an organization that includes an
introduction that states the purpose, with easy to follow and logically sequenced details, and an ending that makes sense
Visual Arts (V)
Creative Processes
- VA5 Create 2D and 3D images: to communicate ideas, experiences, and stories; to illustrate and decorate
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.
a) Ongoing Formative
b) Summative/culminating task(s)
A) Students will have a variety of opportunities to demonstrate their understanding through this unit. They will label, draw, share, discuss, report, present and make observations
about various local plants and animals within their habitats.
B) Students will demonstrate their understanding with their Habitats and Communities Duo-tang that shows completed assignments/observations/and reflections from the unit.
They will also show their overall understanding of the concepts from a unit test at the end of the 3 weeks.
Resources: What resources will you use in this unit? (books, videos, websites, hands on kits, etc.)
Nelson Literacy Grade 4 Habitats and Communities
Nelson BC Science Probe 4
District Resource Center Habitats Kit
“I Got A Habitat” http://www.youtube.com/watch?v=H_CSlLIuVZs&feature=youtu.be
Sierra Club Wild Guide
Project Wild
National Geographic Kids
Dr. Seuss: The Loraz
Lynda Patterson (Aboriginal Resources)
Activity Ideas: Pam Sukut, Michelle Fitterer
Webquest Ideas: http://www.salemes.vbschools.com/Food%20Chain%20Web%20Quest/Land%20Food%20Chain%20Resources.htm
Other Websites:
http://4s.commons.hwdsb.on.ca/2012/10/15/habitats-and-communities/
http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/
http://www.youtube.com/watch?v=mfGLX9K1LnM
http://www.youtube.com/watch?v=_ga1FV28HKo
http://www.youtube.com/watch?v=0N0wVq4nUBU
http://www.buildyourwildself.com/
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Name: _______________________
Part 2
Learning Outcomes
What are the unit level learning
outcomes? What do you want
students to learn, understand,
appreciate? SWBAT (+ verb)
Description of Learning
Activities & Strategies
What teaching strategies & activities
will you utilize to enable students to
achieve the learning outcomes?
Assessment Method/Tool
Assessment Criteria
What method (e.g. write/say/do)
and tool/instrument (product)
will you use to collect evidence
of the learning?
By what criteria do you decide that the
outcome has been successfully met?
What will you look for in the evidence?
A) They will draw a picture of their home
and label parts of their home that are
important to survival. They will also draw a
picture of an animal’s home and label it.
A) Write: habitat drawing
A) Hand drawn detailed picture of their
home, labeling areas that they believe
contribute to their survival as well as a
picture of an animal’s habitat, labeling the
important survival elements.
B) I will introduce what a habitat is, show
examples of different habitats, and draw on
prior knowledge from the students
B) Do: listen to and observe
introductory information
B) Listen to teacher respectfully, share prior
knowledge, and observe visuals
C) We will use the Nelson Literacy book to
match animals with habitats as a class
C) Say/Do: Observe Nelson
Literacy pictures on habitat and
share ideas
C) Observe page 42-43 in the Nelson
Literacy book to examine and match
animals to their habitats and take time to
think-pair-share
D) Do: Draw title page
D) Draw title page relating to habitats and
communities (more time will be given to
finish pictures)
SWBAT:
1.
2.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
Describe and explain
adaptations
Lesson 1: Introduction to Habitats
(LO #1a, b)
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
Show an understanding of the
Aboriginal concept of respect
for the environment
D) They Will create a title page for their
habitats duotang
6.
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
Lesson 2: Computers/ Animals and Their
Habitats
(LO: #1a, b)
PLO: S1, LA5, LB2, VA5
A) I will instruct students on what they will
do during computers and guide them to find
the proper website
B) They will use National Geographic Kids
to explore various animals and habitats
around the world. They will choose one
animal that interests them and fill in
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B) Do/Write: Explore National
Geographic Kids; Animal
Questionnaire
B) Explored National Geographic Kids
Website on animal’s habitats, choose one
animal and answer questions using research
from website to complete questionnaire
Name: _______________________
worksheet questionnaire.
SWBAT:
1.
2.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
Show an understanding of the
Aboriginal concept of respect
for the environment
6.
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
Lesson 3: Features of a Habitat
(LO #1a,b)
A) We will watch video “I Got A Habitat”
B) We will read through Science Probe on
Habitat Features as a class and discuss our
understandings
C) We will walk around the school
perimeter making observations and
checking off task sheet about the local
habitat; task sheet goes into science duotang
A) Do: watch “I Got a Habitat”
video
A) Quietly watch video about habitats
B) Do/Say: read pages 154-157 of
Nelson Probe textbook and share
ideas orally during discussion
B) Read along with teacher from pages 154157 of Nelson Probe text and offer to share
ideas and answers about topic
C) Do: walk around school and
complete habitat worksheet
C) Stay with the class and show proper
expected behaviours while walking around
the school grounds observing the local
habitat. Complete the task sheet along the
way and have it filled out before returning
to class.
PLO: S1, LA5, LB2
Lesson 4: BC’s Habitats
(LO: #1b)
A) I will describe the different types of
habitats in BC and show website on ecoprovinces from the Sierra Club website
A) Do: observe ecoprovinces
website
A) Listen to teacher respectfully and
observe website
B) They will take part in a jigsaw activity
on eco-provinces; research will go into
science duo-tang
B) Write/Say/Do: take part in
jigsaw activity
B) Read specific information individually
and take notes about their habitat. Share
information with classmates in small
groups. Write down information from other
students. Show respect and cooperation for
others throughout this process
PLO: S1, LA5, LB2, LC2
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Name: _______________________
SWBAT:
1.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
2.
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
6.
Show an understanding of the
Aboriginal concept of respect
for the environment
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
Lesson 5: Survival Game
(LO: #1b)
A) I will take students outside onto field
and give instructions for survival game
B) They will play survival game; students
will learn about how populations of animals
change depending on their survival needs
and what is available
B) Do: play survival game
B) Participate in Survival game and play by
the rules
C) We will go back to class and write a
paragraph about what happened in the game
and how it relates to what we have learned
about habitats; we will then have a quick
discussion on what students discovered;
paragraph in science dou-tang
C) Say/Do: write paragraph on
activity and discuss with class
C) Written paragraph describing what the
game was about and what they learned from
the game in relation to habitats. Share ideas
from paragraph orally with class
PLO: S1, LC2
Lesson 6: Adaptation Introduction
(LO: #2)
A) They will tape their thumbs to their hand
so they cannot use them then try to do
various tasks without the use of their thumb.
A) Do: thumb activity
A) Tape thumb to hand and try to tie shoe,
write name, pick up water bottle etc.
B) I will hand out pages (Science Probe) on
adaptations and in partners, students read
about structural and behavioural adaptations
B) Do/Say: read pages in partners
B) Read half the pages orally and listen to
half the pages giving partner full attention
C) They will complete worksheet
questionnaire on different types of
adaptations; worksheets will go into doutangs
C) Write: questionnaire worksheet
C) Filled in answers for all questions on
adaptations individually and to the best of
their knowledge
PLO: S1, LB2, LC2
Lesson 7: Meal Worms Experiment
(LO: #1a,b)
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A) I will introduce meal worm experiment
learning intensions and
processes/expectations/what to record when
making scientific observations
A) Do: listen to instructions
A) Watch and listen to teacher asking
questions by raising hands and not calling
out
B) They will use materials provided to set
B) Do: construct meal worm
B) Work cooperatively with group members
Name: _______________________
up meal worm experiment in groups
experiment in groups
using materials provided to assemble meal
worm station; either light vs. dark or dry vs.
wet. Shows ability to follow instructions
and equally participates in preparation
C) They will record observations into
worksheet; worksheet goes into duo-tang
C) Write: Observation Worksheet
C) Student has written down at least 3
observations about their station into their
worksheet and making one prediction for
what they will find next time
SWBAT:
1.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
2.
Describe and explain
adaptations
3.
Show an understanding of
communities
PLO: S1, LC2
Lesson 8: Meal Worms Continued +
Populations and Communities
(LO# 1a,b, 3)
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
A) We will have a class discussion about
our observations from the experiment and
make predictions for what we will find this
time
A) Say: share observations and
offer predictions with class
A) Ready to offer ideas orally to class by
raising hand/ ready to answer questions
about meal worm observations and
predictions
5.
Show an understanding of the
Aboriginal concept of respect
for the environment
B) They will check the meal worm stations
and record their observations onto their
worksheet; worksheets into duo-tang
B) Do/Write: make and record
meal worm observations
B) ) Student has written down at least 3
observations about their station into their
worksheet and making one prediction for
what they will find next time
6.
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
C) We will have a discussion about the
terms “population” and “communities”
mean. We will brainstorm different
populations using a web
C) Say: offer prior knowledge and
ideas for web
C) Contribute at least one idea to the group
discussion/web
D) They will examine an image of a
community and list the populations in the
photo- adding any that may be missing
D) Do/Write: observe photo and
list populations in photo
D) Questions are answered providing at
least 80% of the plants and animals in
photo; two more population ideas are added
to the image
PLO: S1, S2, LA5, LC2
Lesson 9: Computer Wildlife Games
(LO: #1,2,3,4)
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A) I will give instructions and demonstrate
how to find website
A) Do: listen to instructions
A) Listen to teacher respectfully and
observe website
B) They will play various wildlife games on
website and write down one thing they
B) Do: ticket out the door
B) Played various habitat games; gave one
answer on the ticket explaining something
Name: _______________________
learned as a ticket out the door
new they have learned about habitats
SWBAT:
1.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
2.
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
Show an understanding of the
Aboriginal concept of respect
for the environment
6.
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
PLO: S1, S2, S4
Lesson 10: Producer and Consumers
(LO: #3, 4)
A) I will show students a video clip on the
Lion King “Circle of Life”
A) Do: watch video
A) Watch video quietly
B) We will have a class discussion on what
producers and consumers are
B) Do/Say: participate in class
discussion
B) Offered ideas orally about prior
knowledge and listened respectfully to other
classmates
C) I will write different animals/plants on
the board and They will work with their
groups to organize the lists (ex. Herbivore,
consumers)
C) Do/Say: with group members,
organize lists of animals/plants into
categories
C) Work cooperatively in group and
contribute ideas to organize information
into categorize groups
D) They will take part in an animal/plant
themed game of “password”
D) Do/Say: play password
D) Contributes at least one clue related to
specific organism
PLO: S2, LA5
Lesson 11: Food Chain Introduction
(LO: #4a)
A) I will introduce the term “food chain”
and show examples; students will be given a
diagram of a food chain from Science Probe
4 pg. 189 to put into their duo-tangs
A) Do: listen and observe
A) Listen and observed information
respectfully showing engagement
B) They will be given a variety of
animal/plant cards to organize into a
number of food chain orders; once they
have made a food chain, students can glue
cards to their construction paper
B) Do: food chain activity
B) Organize cards into a hierarchical order;
final copy glued to construction paper
C) We will play a game of animal charades
if time permits
C) Do/Say: animal charades
C) Either acting out animal or providing
guesses during game; appropriate guesses
and behaviour expected
PLO: S2, LB2
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Name: _______________________
SWBAT:
1.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
Lesson 12: Predator Prey Game
(LO: #4a,b)
A) I will explain the rules of predator/prey
game and go through expectations; I will
also direct students to learn and observe as
they play
B) They will play predator/prey outside;
students will then come inside and write a
paragraph about what they learned about
food chains from the game
B) Do/Write: play predator and
Prey; paragraph connection
B) Play Predator and Prey following rules
and showing respect for others; written
paragraph describing the connection
between game and why it connects to what
they have learned about habitats and
communities
2.
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
Lesson: 13 Food Chain Changes
(LO:#4b)
5.
Show an understanding of the
Aboriginal concept of respect
for the environment
A) We will review food chains, discuss
predator/prey game, and view several
graphs that represent population increases
and decreases
A) Do: observe graphs, share ideas
(think-pair-share)
A) Make connections individually, then
share with a partner, then offer ideas during
class discussion about game; observe graphs
6.
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
B)We will read through Wolf Island in the
Nelson Literacy book first as a group and
then finish silently We will then discuss
what happened in the story using a T chart
B) Do/Say/Write: read Wolf Island,
complete T-Chart
B) Correctly record the simple food chain
from story; t-chart includes predators/prey;
finishes t-chart individually
PLO: S1, S2, LC2
PLO: S2, LA5, LB2, LC2
Lesson 14: Food Chain Webquest
(Computers/Art)
(LO: #3,4a,b)
A) I will show website to students; explain
project criteria; put students into groups
A) Do: listen to instructions and sit
in groups
A) Listen to teacher respectfully and sit in
assigned groups
B) They will follow steps in the webquest
to compile research on specific group topic
B) Write/Do: research topic using
webquest
B) Use designated websites to find research
information filling in worksheet
C) They will then create a poster showing
the community food chain
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C) Work cooperatively with group to
construct poster showing clear visuals,
relative information, food chain diagram,
Name: _______________________
and title; all group members have
contributed to the poster equally
SWBAT:
1.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
2.
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
6.
Show an understanding of the
Aboriginal concept of respect
for the environment
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
PLO: S2, LB2, LC2, VA5
Lesson 15: Aboriginal Respect for the
Environment
(LO: #5)
A) I will introduce the Aboriginal respect
for the environment using examples and
visuals and read a story
A) Do: listen to story
A) Listen to story respectfully and quietly
B) They will break into expert groups and
investigate a plant or animal that Aboriginal
Peoples use and respect; then share this
information with the class
B) Do/Say/Write: group jigsaw;
worksheet
B) Reads and records information
pertaining to their plan/animal; shares this
information with others in group; records
information about other Aboriginal uses
PLO: S3, LA5, LB2, LC2
Lesson 16: Guest Speaker
(LO: #5)
A) I will go through SWIM expectations
with the class on guest speaker behaviours
A) Do/Say: answers questions about
expected behaviours
A) Shows understanding of expected
behaviours by answering questions about
SWIM
B) We will listen to our guest speaker talk
about the Aboriginal respect for the
environment
B) Do: listen to guest speaker
B) SWIM: sit up, watch speaker, inquire,
make connections
C) We will have a class discussion about
what we learned from the guest speaker
C) Say/Write: Discuss connections;
planners
C) Offered at least one idea orally that came
from the guest speaker’s talk; at least two
sentences reflecting on presentation in
planners
PLO: S3, LA5
Lesson 17: Environmental Consequences
Intro
(LO: #6)
A) We will start by discussing how humans
can affect the environment/animals/habitats
referring to pages 200-211 in Science Probe
and creating a brainstorm cloud
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A) Say: Class discussion/brainstorm
cloud
A) Offered ideas/experiences/prior
knowledge about human impacts on the
environment
Name: _______________________
SWBAT:
1.
2.
Demonstrate an understanding
of habitats
a) what is a habitat?
b) plants and animals in habitats
c) local habitats
Describe and explain
adaptations
3.
Show an understanding of
communities
4.
Describe and label food chains
a) who eats whom
b) changes effect the chain
5.
6.
Show an understanding of the
Aboriginal concept of respect
for the environment
Demonstrate an awareness to
the effects humans have on the
environment
a) personal choices
b) changes in habitats
B) We will read through pg. 51- 53 of the
Nelson Literacy book on ecopassages
B) Do: read pages on ecopassages
B) Student reads story on ecopassages
individually/silently
PLO: S4, LA5, LB2
Lesson 18: Human Choices
(LO: #6)
A) I will show students different examples
that other students have done to help the
environment; We will have a class
discussion on things we can do to help the
environment
A) Say: class discussion
A) Offered ideas/personal experiences/prior
knowledge about human choices that
protect the environment
B) They will make a list of ideas that they
can do at both school and home to help the
environment
B) Write: list of personal actions to
protect environment
B) At least 10 things they can do personally
at home and at school that will help protect
the environment
C) We will make bird feeders to put up at
home or school
C) Do: bird feeder
C) Followed step by step instructions to
make bird feeder using all materials;
cleaned up area once finished
PLO: S4, LA5, LC2
Lesson 19: Habitats and Communities
Test
(LO: #1,2,3,4,5,6)
A) I will arrange desks for test and go
through the questions with the students first
B) They will write their test about habitats
and communities
B) Write: habitats and communities
unit test
B) Students have completed all pages of
test, answering all questions individually to
the best of their knowledge (successful test
will be correctly answering 75% of the test)
PLO: S1,S2,S3,S4, LB2, LC2
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