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  • Grade 4 Science: Life Sciences Habitats

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    Grade 4 science: Life Sciences habitats structural features of a Plants NB Curriculum Outcomes 3002 compare the structural features of plants that enable them to thrive in different kinds of places. Students should be aware of the parts of a plant (part of the grade 3 curriculum) students may be unaware of the effects plants have in a wetland system on purifying water. Wetlands are a natural water treatment center but students may think of them as dirty place that are a waste land

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    Grade 4 science: Life Sciences habitats structural features of a Plants NB Curriculum Outcomes 3002 compare the structural features of plants that enable them to thrive in different kinds of places. Students should be aware of the parts of a plant (part of the grade 3 curriculum) students may be unaware of the effects plants have in a wetland system on purifying water. Wetlands are a natural water treatment center but students may think of them as dirty place that are a waste land

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    46 vues4 pages

    Grade 4 Science: Life Sciences Habitats

    Transféré par

    api-265761386
    Grade 4 science: Life Sciences habitats structural features of a Plants NB Curriculum Outcomes 3002 compare the structural features of plants that enable them to thrive in different kinds of places. Students should be aware of the parts of a plant (part of the grade 3 curriculum) students may be unaware of the effects plants have in a wetland system on purifying water. Wetlands are a natural water treatment center but students may think of them as dirty place that are a waste land

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    © All Rights Reserved
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    Signaler comme contenu inapproprié
    sur 4

    Grade4Science:LifeSciencesHabitats

    StructuralFeaturesofaPlants

    NBCurriculumOutcomes
    3002
    comparethestructuralfeaturesofplantsthatenablethemtothriveindifferent
    kindsofplaces
    20510
    constructandusedevicesforaspecificpurpose
    1046demonstratethatspecificterminologyisusedinscienceandtechnologycontexts
    1051
    identifyexamplesofscientificquestionsandtechnologicalproblemsthatare
    currentlybeingstudied
    1083
    describehowpersonalactionshelpconservenaturalresourcesandcareforliving
    thingsandtheirhabitats
    2043
    stateapredictionandahypothesisbasedonanobservedpatternofevents
    2051
    carryoutprocedurestoexploreagivenproblemandtoensureafairtestofa
    proposedideabycontrollingmajorvariables
    2055
    makeobservationsandcollectinformationrelevanttoagivenquestionorproblem
    2055
    makeobservationsandcollectinformationrelevanttoagivenquestionorproblem

    2072
    communicateproceduresandresults,usinglists,notesinpointform,sentences,
    charts,graphs,drawings,andorallanguage

    Time:
    Lessontakes1hourbuttheplantgrowthcanbeobservedoveramonthspan.

    Childrenpriorknowledgeandmisconceptions:
    Studentsshouldbeawareofthepartsofaplant(partofthegrade3curriculum).
    Studentsmaybeunawareoftheeffectsplantshaveinawetlandsystemonpurifying
    water.Wetlandsareanaturalwatertreatmentcenterbutstudentsmaythinkofthemas
    dirtyplacethatareawasteland.

    EngagingQuestion:
    Procedure:
    Askstudentstolistthepartsofaplantanddescribeeachfeaturesroleinthe
    developmentoftheplant.Studentscandrawapicturetohelpwiththeirexplanation.

    Engageinaclassdiscussionensuringthateverystudentknowsthepartsofplants.

    Root,Stem,Flower,Seed

    Createadiagramofaplanttogetherasaclassandlabelthe4abovementionedparts.

    Exploration:
    Materials:3onelitrebottles,a2x4board,hotgluegun,scissors,soil,string,twigs,bark,
    leaves,deadroots,plantseeds,3bottomhalvesof1litrebottles.

    Procedure:
    1) Havestudentsmakepredictionsabouttheroleofplantsinawetland.
    2) Setuptheexperimentasaclass,cutthetops(vertically)offthebottles,cutthe
    bottoms(horizontally)offtheother3bottlesandattachastringaroundthemso
    thattheycanhang.Usethehotglueguntoattachthebottlestothe2x4board.
    3) Fillallthreebottleswithsoil.Addthedebristoonebottle,Planttheseedstoa
    differentbottleandthenleavethe3rdbottleempty.
    4) Allowtheplantstimetogrow(byputtingthecoverbackonitactsasa
    greenhouseandspeedstheprocessup).
    5) Pourthesameamountofwaterintoall3bottlesandobservethequalityofwater
    thatdrainsoutintotheotherbottles.
    6) Studentswillobservethatthewaterfromthebottlewiththeplantsismuch
    cleanerthanthewaterfromtheother2containers.
    7) Thecontainerwiththedebrisalsohascleanerwaterthantheonewithonlysoil.

    Explanation:
    Havestudentsrecordtheirfindingsandcreateagraphexpressingthedifferences
    betweenthewaterqualitiesoveraperiodoftime.
    Studentsshouldhypothesizeastowhythishappensandwhatimplicationsthishasona
    wetland.(Touchontopicssuchassustainability,howwemustpreservewetlandsas
    theyareanaturaltreatmentcentre).

    Elaboration:
    Studentsshouldcreateanargumentastowhyitisimportanttopreservewetlandsand
    theeffectsofplantsonwatertreatment.Theycouldpresentthismaterialhoweverthey
    wish(debate,creativeskit,song,oralpresentation)

    Evaluation

    Studentswillbeobservedduringthelesson.Thislessonisformativeandtheteachers
    roleistofacilitatetheirlearninganddiscovery.Thislessonismeanttobe
    discoverybasedandtheteacherfacilitatestheirlearningtoensurethattheyareonthe
    righttrackandredirectthemifnecessary.


    Figure2:Examplesofwhattheprojectwilllooklike
    http://www.lapappadolce.net/62esperimentiscientificilimportanzadelverde/

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