Scienceunitbcrainforest

Science Unit:
Great Bear Rainforest

by
Rachel Matheson, Ashton Hare, & Mark Lyons
Presented to
Dr. Shaunda Wood
Elementary Science Methods
Bachelor of Education
St. Thomas University
23 February 2015
Table of Contents
Unit Overview
Standards & Concepts

Student Learning
Materials
Assessment & Evaluation Overview
Sequence & Summary of Lessons
Adaptations & Modifications
3
5
5
6
7
10
Collection of Lessons
Lesson 1: Introduction of the Great Bear Rainforest
Lesson 2: Animals of the Great Bear Rainforest
Lesson 3: Plantation of the Great Bear Rainforest
Lesson 4: Weather & Climate
Lesson 5: The Possibility of Extinction in the GBR
Lesson 6: The Effects of Extinction on the GBR
12
16
22
26
30
35
Reflection
39
Appendices
41
References
58
UNIT OVERVIEW
Standards & Concepts
NGSS Standards
4-ESS2-1: Make observations and/or measurements to provide evidence of the

effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
(Ex. cycles of heating and cooling; measure precipitation)
4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earths
features (Ex. Map the earths ground and ocean floors).
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of

living things found in a region. Water, ice, wind, living organisms,
and gravity break rocks, soils, and sediments into smaller particles
and move them around. (4-ESS2-1)
ESS2.E: Biogeology
Living things affect the physical characteristics of their

regions. (4-ESS2-1)
Cross-Cutting Concepts
Patterns: Patterns can be used as evidence to support an explanation. (4-ESS22)
Cause and Effect: Cause and effect relationships are routinely identified,
tested, and used to explain change. (4-ESS2-1)
N.B. Elementary Science

Curriculum (Grade 4)
GCO: Life Science

SCO: Habitats and Populations
Specific GCOs:
STSE: students develop an understanding of the nature of science and
technology, the relationships between science and technology and the social
and environmental contexts of science and technology.
Skills: students will develop the skills for scientific and technological inquiry
for solving problems, communicating scientific ideas and results, working
collaboratively and making informed decisions.
Knowledge: students will construct knowledge of concepts in life science,
physical science, earth and space science and apply these understandings to
interpret, integrate, and extend their knowledge.
Attitude: students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological
knowledge to the mutual benefit of self, society, and the environment.
Specific SCOs
Knowledge:
302-2 understand animals survival in habitats
300-2 understand how plants survive
302-3 classify animals by food chain
301-1 predict how removal of plants or animals would affect the habitat
301-2 relate loss to extinction
Inquiry:
204-1 prose questions
204-2 make predictions
204-3 find answers
206-2 making charts
206-3 formulate answers
207-2 understand material through groups
STSE:
104-6 understand terminology
108-3 understand personal actions on habitats
Other Integrated N.B.
Curriculum Outcomes
Math SCOs:
PR1 Identify and describe patterns found in tables and charts, including a
multiplication chart.
PR2 Reproduce a pattern shown in a table or chart using concrete materials.
PR3 Represent and describe patterns and relationships using charts and tables
to solve problems.
PR4: Identify and explain mathematical relationships using charts and diagrams
to solve problems.
SP2: Construct and interpret pictographs and bar graphs involving many-to-one
correspondence to draw conclusions.
Social Studies SCO:
4.4.1 Describe the physical landscape of Canada
English Language Arts SCO:
1. Students will be expected to speak and listen to explore, expand, clarify, and
reflect on their thoughts, ideas, feelings, and experiences.
Art:
GCO 2: Students will be expected to create and/or present, independently and
collaboratively, expressive products in the arts
GCO 5: Students will be expected to examine the relationship among the arts,
societies, and environments.
Student Learning
What do students
already know?
Students will know that every habitat is a home to many organisms. Some
organisms will survive well, some less, and some not at all in particular habitats.
Students will have experience with representing data using tables and graphs to
describe weather patterns. They will know that different regions of the world will
have varying climates and use evidence to support and explain traits that are
influenced by the environment. Understand that different species have different
characteristics according to survival, and reproducing. [NGSS-3]
Student will have experience in identifying and investigating plants, their parts,
how they change, and why they are important to the environment. They will know
how to ask good questions, make predictions, observe and record data, construct
and label graphs, and give explanations according to what they know. [NB Cur. G3]
How will students

learn?
The students will learn via a variety of approaches and learning strategies including
visual, kinesthetic, and auditory learning. Multiple activities and forms of
assessment will be used to provide effective learning and understanding for all
students.
What will the students

know at the end of the
unit?
At the end of the unit students will be able to describe different animals, trees, and
plants that are in the Great Bear Rainforest. They will also be about to describe one
of each of these types of animals, trees and plants. additionally they will be able to
talk about the seasons and how these season affect the Great Bear Rainforest.
Lastly, they will be able to talk about extinction and the impact that extinction has
on a habitat specifically what impact it would have on the Great Bear Rainforest.
Materials
Duotang,
pictures of bears, birds, mammals,
amphibians and reptiles
colouring pencils, markers, crayons
Exit slips
Real bark
Real leaves
Real plants
Assessment & Evaluation Plan

Outcomes or Expectations
Assessment Strategy
Assessment Tool
Chart and graph types of animals

found in the Great Bear Rainforest
and the number of animals in each
classification.
Individual assignment in class
Checklists
Research one animal that is found

in the Great Bear Rainforest
Group Project and Presentation
Peer and Teacher Evaluation
Split class into four groups and

have them research one season.
Providing information on how the
season impacts plants, animals,
and other aspects of the habitat.
Group Lesson
Checklist and 2 likes and a wonder.
Pick one lesson covered in the unit

and write an essay on why you
think it was interesting and how it
increased your knowledge of the
Great Bear Rainforest.
Individual Essay
Checklist
Split class into four groups and

have them pick a classification of
animal and create a mini project in
groups on this classification.
Present the project to the class
with your choice of presentation.
Mini Group Project
Walking around, watching progress,

a checklist and 2 likes and a wonder.
Sequence of Lessons (Overview)

Lesson
Title
Expected
Outcome
Assessment or
Evaluation
What the Teacher

Will Do
What the Students

Will Do
What is the Great

Bear Rainforest?
(Overview &
Introduction)
Students will have

a general
understanding of
what the Great
Bear Rainforest
is, where it is and
what can be found
there.
Exit slip where

students write
one thing that
they learned
about the
Great Bear
Rainforest.
They get a
mark for
completing it
as long as it is
something that
was learned.
Teacher will discuss

the most important
details of the Great
Bear Rainforest. Going
over where it is, what
kind of animals live
there, the size of the
rainforest, the history
etc.
Students will discuss

in groups questions
that they have about
the Great Bear
Rainforest and
throughout the unit
they will answer these
questions if the topics
are covered in class.
At the end of the unit
students will get
together and discuss
the answers they have
found throughout the
unit.
Bears, mammals,
birds, reptiles &
amphibians and how
they survive
Students develop
knowledge on the
different types of
animals found in
the Great Bear
Rainforest..
Formative
assessment
checklist on
student
presentations.
The teacher will

prepare resources for 4
stations: 1) bears, 2)
mammals, 3) birds, 4)
reptiles & amphibians.
Information will
include:
how these animals
survive in their habitat,
what they eat, what
they drink, what they
use for shelter, etc.
Students will be put

into groups and
become experts on
their topic and prepare
a mini-project during
days one and two.
Students will present
what they learned to
the rest of the group
on day three
Plantation
(Trees & Plants)
Students develop
knowledge on the
different types of
trees and plants
found in the Great
Bear Rainforest as
well as be able to
state their
characteristics.
Students will
add a picture
of a tree to
their book.
One picture of
a tree will be
chosen,
coloured and
identified.
Students will be taught

about the different
types of trees that are
found in the habitat
and how these trees
survive. Students will
learn what types of
trees there are, how
they live and how long
they have been there.
Students analyse bark

and leaves from
different trees either
physically if it can be
found or through
pictures with
descriptions. Students
will also work on
their book.
Weather
Students will
develop an
understanding of
the weather that is
present
throughout each
season in the
Great Bear
Rainforest and
how this weather
impacts the plants
and animals. Math
- data chart, and
weather graph.
Group project
on seasons.
They will be
evaluated on
how well the
project is
composed and
the
information in
the project.

about the climate in the
and how this climate
changes with the
seasons. Also how the
weather affects the
trees, plants and
animals in the Great
Bear Rainforest.
Students will meet in

their groups and begin
to talk about the
season that they are
doing for their group
project. They will
discuss what they are
going to focus on.
Possibility of
extinction
Students will
develop
knowledge on
what animals are
near extinction in
the Great Bear
Rainforest.
Students will
be put in
groups and
predict what
they think will
happen if an
animal is
extinct. The
teacher will
assess by
walking
around and
listening to the
conversation.

about the population of
the animals that are left
in the Great Bear
Rainforest and
compare this data to
the data from 100
Years ago.
Students will be put in

groups and will
predict what they
think will happen if
an animal is extinct
from the Great Bear
Rainforest.
How extinction will

affect the great bear
forest
Students will
develop an
understanding of
what will happen
if animals are
extinct and what
impact that will
have on the Great
Bear Rainforest.
Language Arts Exit slip.
Students will
be put in
groups and
discuss how
their
predictions
yesterday were
compared to
the
information
discussed in
class. The
teacher will
assess by
walking
around and
listening to the
conversation
and seeing
who is
participating.
Students will learn

about how the Great
Bear Rainforest would
be affected if an
animal was extinct.
They will learn how
this would impact the
food chain, survival
and the overall system
of the Great Bear
Rainforest.
Students will be put in

groups and will
discuss how their
predictions from the
previous day were
compared to the
information that they
learned in class.
Adaptations & Modifications

UDL
Representation: presenting information in different ways.

Present variations of text, visual and touch samples, videos,
demonstrations, and experiments.
Expression: allowing students to express knowledge in several different
ways.
Combine ways of expression to writing, drawing, speaking,
programming, video filming, and illustrations.
Engagement: stimulate learning and get students engaged in class.
Offer multiple choices for students through text, sound, images,
and videos
Differentiated Instruction
Instructions shall be differentiated according to students who:

Are from major racial or ethnic minority groups
With physical and/or mental disabilities
Have limited English proficiency
Are gifted or talented
Tiers
Creating: Putting elements together to develop coherent outputs. Reorganizing

elements into a new pattern or structure through generating, planning, or
producing. Students will be able to partake in:
Assembling and constructing projects
Designing tasks and monitoring experiments
Developing personal inquiries
Writing reflective journals on findings and
inquiries
Formulating theories based on projects and
experiments
Evaluating: Making judgments through checking and critiquing. It will be based
on criteria and standards. This can be attained by:
Debating in group activities
Evaluate individual work using class checklists
Select portions of work and support strong points
with checklists
Interactive assessments to evaluate learning
Analyzing: Breaking material into parts in order to determine how the parts
relate to one another. This will also relate to the overall structure or purpose of
the unit through differentiating, organizing, and attributing. Students and the
teacher will:
10
Compare essays and projects through in class

presentations
Distinguish individual characteristics through in
class comparisons
Examine individual and group understanding
through projects and experiments
Formulate questions and tests based on the
students presentations and other practices
PLPs
The personal learning plans will consist of:

Student Profile: students reading, writing, and science
understanding compared to NGSS standards and New Brunswick
curriculum.
Educational Goals: Student sets personal educational goals for the
unit. This will be documented and reviewed at the end of the unit by the
student.
Achievement Plan for Goals: student states their plan for attaining
these goals.
Parent or Guardian Strategies: the personal strategies that their
parents or guardians may take to help the student improve.
Progress Review: to be conducted by the teacher and
parent/guardian on the student.
Signature: Signed by the teacher student, and parent/guardian
when the personal learning plan is instigated.
11
Collection of Lessons
Lesson #1
Grade & Unit
Grade 4: Great Bear Rainforest
Lesson Title &

Duration
What is the Great Bear Rainforest?

Introduction & Overview (2-3 Classes)
NB Curriculum
Outcomes
This lesson will be an introduction to targeting all of the listed

GCOs, SCOs, and NGSS standards listed within the unit overview.
All of these outcomes are introduced in some form via the science
center.
Lesson Objective
Students will have a general understanding of what the Great Bear

Rainforest is, where it is, what types of animals and plants live there,
survival and extinction, and start thinking about the annual rainfall
and temperature range.
Integration
Math (via precipitation activity of the center)

PR1: Identify and describe patterns found in tables
and charts, including a multiplication chart.
PR4: Identify and explain mathematical relationships
using charts and diagrams to solve problems.
Language Arts (via exit slip, grand conversations, activities of the
center, and presentations)
Students will be expected to speak and listen to
explore, expand, clarify, and reflect on their thoughts, ideas,
feelings, and experiences
Art (via the variety of activities in the center)
GCO 2: Students will be expected to create and/or
present, independently and collaboratively, expressive
products in the arts for a range of audiences and purposes.
GCO 5: Students will be expected to examine the
relationship among the arts, societies, and environments.
Materials
Science Center:
Bulletin board (pre-assembled)
Modeling clay
Markers, Pencil Crayons, Crayons
Construction paper
Scissors
12
Word Scramble printouts (appendix A)

Research project printouts (appendix B)
Mini-project on Biodiversity handout (appendix C)
Posterboard with GBR song printed out (lyrics in appendix D)
Bucket of water
Graduated cylinder
Plastic cup
Ruler
Meter stick
GBR puzzle (pre-assembled with velcro)
Velcro labels (pre-assembled)
Research project printouts
Webquest on student laptop
Books:
Nowhere else on earth: Standing tall for the Great
Bear Rainforest (Vernon, 2011)
Spirit Bear (Harrington, 2014)
The Great Bear Rainforest: Canadas Forgotten Coast
(McAllister & McAllister, 1997)
The Salmon Bears: Giants of the Great Bear
Rainforest (McAllister & Read, 2013)
The Sea Wolves: Living in the Great Bear Rainforest
(McAllister & Read, 2013)
The Last Wild Wolves: Ghosts of the Great Bear
Rainforest (McAllister & Darimont, 2007)
Tracking the Great Bear (Page, 2014)
West Coast Wild: A Nature Alphabet (Hodge &
Reczuch, 2015)
Engagement
(approximately half of
first class)
Teacher:
Introduce the Great Bear Rainforest (GBR) to the class and discuss
the most important details of the GBR. The focus will be on where it
is, what types of animals and plants live there, the history of logging
and environmentalists, the weather and climate, and the uniqueness
of the GBR.
Students:
Start a KWL chart (appendix E). They will consider what they know
and what they want to know based on the teachers first introduction
of the topic then fill in the what I learned after they have had a
chance to participate in the discovery centre (exploration step).
Exploration
(one full class-a class
and a half)
Science Centre
Teacher:
13
Set up and introduce science discovery center.

Students:
As a class, students will create a giant KWL chart
with what they want to learn about the GBR. (This will help
the teacher adjust lessons to meet the interests of the
students).
Explore the discovery center (second half of first class
and majority of second class).
After exploring the science centre, the students will
consider what they have learned as a class and answer the
questions they asked at the first of the lesson.
At the end of the unit, the students will reflect again
on the questions they asked during the first introductory week
of the unit
Explanation
(end of 2nd class/first
of 3rd class)
Teacher:
Present an interactive smart-board lesson about the key concepts
addressed during the introduction of the unit and address questions
the students may have. The presentation will relate directly to what
the students learn during the discovery center.
Students:
Ask questions about presentation and offer their knowledge about the
subjects they explored when that topic comes up during the teacher
presentation.
Elaboration
Students:
Take time to fill in the K and W portion of their KWL chart
according to what they are still wondering about after the first two
days.
Teacher:
Create (with the help of the students) a giant class KWL chart to be
filled in throughout the unit.
Evaluation
Exit slip. Students write one thing that they learned about the Great
Bear Rainforest from the science center. This assesses their ability to
use resources to learn something new without direct instruction.
Differentiation
The activities within the science center are differentiated to meet the
needs of various students. If stimuli is too high, a student with
autism would be allowed to take one of the books or activity sheets
14
to complete in a quiet area. There are activities for enrichment

included as well.
Reflection
Questions for the teacher to consider about this lesson:

How was time management for this lesson? Is there
something that needs to be considered for the next time I
introduce this unit?
Were the students engaged in the science center? Are
there activities that should be left out next time? What are
some activities that could be added next time to make it more
engaging or provide a deeper experience of exploration for
my students.
References
Refer to references page
15
Lesson # 2
Grade & Unit
Lesson Title &

Duration
Animals of the Great Bear Rainforest and How They Survive:

Bears, Other Mammals, Birds, and Reptiles & Amphibians
(3, 60 minute lessons)
NGSS Standards
ESS2.E: Biogeology
Living things affect the physical characteristics of their
regions. (4-ESS2-1)
NB Curriculum
Outcomes
GCO: Life Science

Knowledge: students will construct knowledge of concepts in life
science, physical science, earth and space science and apply these
understandings to interpret, integrate, and extend their knowledge.
SCO:
Knowledge:
301-1 predict how removal of plants or animals would affect the
habitat
Inquiry:
204-3 find answers
206-2 making charts
STSE:
Lesson Objective
Students develop knowledge on the different types of animals found

in the Great Bear Rainforest..
16
Integration
Math SCOs:
PR1 Identify and describe patterns found in tables and charts,
including a multiplication chart.
PR2 Reproduce a pattern shown in a table or chart using concrete
materials.
PR3 Represent and describe patterns and relationships using charts
and tables to solve problems.
PR4: Identify and explain mathematical relationships using charts
and diagrams to solve problems.
SP2: Construct and interpret pictographs and bar graphs involving
many-to-one correspondence to draw conclusions.
Art:
GCO 2: Students will be expected to create and/or present,
independently and collaboratively, expressive products in the arts
GCO 5: Students will be expected to examine the relationship among
the arts, societies, and environments.
Materials
Resources for stations on bears,mammals, amphibians and birds,

worksheets (appendix F), pencils, smartboard timer, Ipads, laptops,
encyclopedia, chart paper, pencil crayons, markers,chart template
(appendix G), checklist (appendix I), 2 likes and a wonder sheet
(appendix H), books:
Reczuch, 2015)
Day 1
Engagement
Teacher: Tell students that today we are going to be exploring the

animals of the Great Bear Rainforest. Set up around the classroom
are four stations and each station describes information on how these
animals survive in their habitat, what they eat, what they drink, what
they use for shelter, their prey or predator, etc. Tell students that they
are going to be put into 4 groups and they are going to move from
17
one station to another. They are to work as a team and fill out their
worksheets (appendix F) finding information on each of these
classifications of animals. Show students the worksheet and explain
what information they will need. Students will spend 10 minutes at
each station and will have to work together to figure out the
information. Tell students that the groups have already been chosen
and once their name is called they will quietly go stand with their
group. Once all groups are together students will be told what station
to go to. As soon as students are at the station they can start exploring
and working on their sheet. There will be a timer on the board and
onc it runs out students will rotate clockwise to the next station.
Student: Sit quietly and listen to the teacher explain what the activity
is going to be for today. Listen as the teacher as she explains what
information must be filled in on the worksheet and what group they
are in. Once a student's name is called they go and stand with their
group. Once all groups are together students go and stand at the
station they are assigned Students work together to fill out the
information on the worksheet and they have 10 minutes to complete
it. Once the time is up, students will rotate clockwise to the next
station.
Exploration
Teacher: As students are working at their stations, walk around to

observe how students are working together and to see how they are
doing finding the information. When the timer runs out restart it and
tell students to rotate to the next station. Repeat until all stations are
complete.
Student: Work on worksheet at stations. Work with other to find
information. Once the timer runs out rotate to the next station.
Continue until all stations are complete.
Explanation
Teacher: Once students have finished every station, bring them back
together to discuss why we did this. Ask students why they think we
had these stations? What did you learn from the stations? Were you
able to fill out all your information on your worksheet? Prompt
students as needed. Once the discussion is over tell students that now
we are going to make a chart and graph the types of animals found in
the Great Bear Rainforest. The chart we will fill out is in appendix G.
Then as a class we will create a graph on the smartboard. During this
activity draw students popsicle sticks for numbers of animals to fill
into the chart, and to fill in the bar graph. Once the graph is finished
ask students what they notice about the graph. Which type of animal
is the most prominent? Which is the least?
Student: Once finished at stations come together with the teacher to
18
discuss the stations. Answer the questions asked by the teacher.

When popsicle stick is called, go to the smart board to write in the
information that is asked. Once the graph is done, describe what you
notice about the graph.
Elaboration
Day 1
Teacher: Tell students that now that we have learned about all the
different types of animals we are going to be doing a mini project on
the animal of your choice. Tell students that in their groups they are
going to decide on what animal classification they want to research
and become an expert on. Tell students that they will have the rest of
class and also the next class and a half to work on the mini project. It
is up to students how they want to present the information, they
could do a skit, a song, an essay, write a story, etc. Tell students to be
creative and to have fun with what they decide to create.Think about
the activities that were at the station at the beginning of the unit, any
of those activities would be a great idea for students to create. Tell
students to get in their groups and give them 2 minutes to decide
what classification of animal they want to do. Once the 2 minutes is
over tell one student from each group to come to the whiteboard and
write what their choice is. Tell students they have the rest of class to
generate ideas about what they want to research and what they want
their mini project to be. Walk around and observe student discussion.
Student: Listen as the teacher explains the mini project. When asked,
get into group and decide what classification of animal they are
going to be doing. Once the 2 minutes is up, nominate someone to go
write the group decision on the board. Students will them work in
groups to generate ideas until class is over.
Day 2
Teacher: Tell students that todays class is going to be focusing on
finishing up the mini projects. Tell students that they can use the
Ipads, or laptops do do research on their animal classification Set out
the books so that students have those resources for their research as
well.. Get students to go in groups and observe as they work.
Student: Work on mini project, using resources that are around the
classroom and the Ipads and laptops to research.
Day 3
Teacher: Tell students that today they are going to have 30 minutes
to finish up and rehearse their mini projects before presenting to the
19
class. Once the 30 minutes is over tell students to come together and
that we are now going to be presenting the projects. Have students
volunteer to go first or draw numbers. Once a presentation is over
ask students to give 2 likes and a wonder to the presenters (appendix
H). Do this for each presentation.
Student: Work on mini projects for the first 30 minutes of class,
finishing up and rehearsing if needed. Once the time is up, come
together with the class to watch the presentations. Fill out the 2 likes
and a wonder sheet for the presentations.
Evaluation
Students will be formatively assessed through the worksheet that

they fill out during stations. This will be used to see how students
were able to find information and how well they understood the
information. This will be used to guide future lessons.
Students will be formatively assessed through observation during
each part of the lesson. The teacher will observe students during the
stations, the smart board graph activity, and the mini project process.
This will be used to see how well students work together and how
well they are understanding the material.
Students will be formatively assessed through their mini projects.
The Teacher will fill out a checklist for each presentation to make
sure that students properly represented their animal classification and
that they understood the material correctly. This will be used to guide
future lessons.
Students will also be assessed through peer assessment. Students will
fill out a 2 likes and a wonder sheet for each presentation. This will
be passed in and then handed out to each group so that they can see
what their peers liked and wondered about their presentation.
Differentiation
If there is a student who is gifted, there is an opportunity for

enrichment with the mini project. This child could be in charge of the
research so that they were stimulated and still learning.
If there was a student with an exceptionality, there is opportunity for
cooperation to help this student. The students are working in groups
so the student with an exceptionality could be helped by their groups
members during the stations and the mini project. An EA could also
be used to aid the student if needed.
Reflection

Was this an effective lesson?
Did students understand the material?
20
Would i do this lesson again?

Was this a fun and engaging lesson for students?
Did this help students to meet the curriculum
outcomes?
References
21
LESSON # 3
Grade & Unit
Lesson Title &

Duration
Plantation
(2 Classes)
NB Curriculum
Outcomes
GCO: Life Sciences

SCO: Habitats and Populations
300-2 Understand how plants survive
301-1 Predict how removal of plants would affect the habitat
301-2 Relate loss to extinction (intro to details of lessons 5 & 6)
204-1 Prose questions; 204-2 Make predictions; 204-3 Find answers
206-2 Make charts; 206-3 Formulate answers
207-2 Understand material through groups
104-6 Understand terminology
108-3 Understand personal actions on habitats (intro to lesson 5&6)
Lesson Objective
Students develop knowledge on the different types of plantation

found in the Great Bear Rainforest as well as be able to state
characteristics of the plantation.
Integration
Math
SCO: SP2: Construct and interpret pictographs and bar graphs
involving many-to-one correspondence to draw conclusions.
English Language Arts
SCO 1: Students will be expected to speak and listen to explore,
expand, clarify, and reflect on their thoughts, ideas, feelings, and
experiences.
Art:
the arts, societies, and environments (comparison of the plant
structures, colours, and textures, of the GBR and in NB)
Materials
Class set of laptops or iPads

Books about plants in the GBR
Webquest related directly to plants in the GBR
Real life plant stems, leaves, bark, moss, grass, etc.
22
Engagement
(class 1)
Teacher:
Ask students to describe the plantation that we have here in New
Brunswick then review plantation portion of interactive presentation
from the first lesson.
Students:
Discuss in groups then with the class the plantation differences
between New Brunswick and GBR.
Ask questions about specific trees and plants of the GBR.
Exploration
(class 1)
Inquiry based learning

Teacher:
Group students into groups of 4 researchers. Explain activity
(described in student section). Offer suggestions for research
questions and have search engines prepared. Refer students to the
trees and plants that were introduced in the first lesson in the
discovery centre and the interactive presentation.
Students:
Research what plantation exists in the GBR. Each group of students
will take notes on what they have learned and create a minipresentation or key points they wish to address to the class. Students
can use the internet, GBR books, encyclopedias, and hands-on real
life resources (bark, leaves, etc.).
Questions to prompt research:
How does the plantation of the GBR differ from the plantation we
have here in New Brunswick? What types of animals eat the certain
types of plants or trees you have researched? Is there more diversity
of ground-life plants or trees? Do plants and trees live on the land
and in the ocean? How do these plants and trees differ from one
another? How do animals rely on these plants? Can all plants and
trees be used for shelter? Can some be used as food? What about for
humans? Are these plants and trees safe for human consumption?
Teacher:
Gather information that the students have researched and create a flip
chart or smart-board slide with what the class has learned based on
the student-research.
Explanation
(class 2)
Teacher:
Teach in detail the various types of trees and plants that are part of
the rainforest. Discuss: What habitats they live in, how they survive,
how do they help other organisms survive, how long these trees and
23
plants live, and how long have they been there. Talk about if the
trees and plants that are there now have always been a part of the
rainforest (are they native to the GBR) or were they implanted into
the habitat.
Students:
Interact with teacher presentation and relate this information to what
they found when they were doing group research.
Elaboration
(class 2)
Students with teacher:

Go behind school and collect plantation. Compare and contrast what
is collected to what they discovered as part of the GBR.
Create a pictograph of the different types of plantation and their
abundance in the GBR.
Example: If there are 100 species of trees, 50 types of moss, 200
species of ground plants, and 10 types of grass, this can be
represented in a pictogram with scalar quantities. Students will
create this pictograph from the borders of the graph to its contents.
Teacher:
Provide example of pictograph for students and prompt ideas for
what can be included.
Evaluation
Each individual student will choose one type of plant or tree that they
researched and include an identified drawing and description of that
plant or tree in their GBR book.
Differentiation
Students will be paired in their research groups based on where they

sit in the class. Students who require additional supervision or aid
for this type of activity will be placed in groups accordingly.
LDs: have a specific role in the group that they can help with. For
example, if they are dyslexic, they could do the drawing for their
groups pictograph, rather than being the reader or recorder.
Enrichment: expansion of research project (can be done individually
or as part of a group)
Reflection

Did the students work independently and
appropriately within their research groups?
Was the research time used appropriately? Was this
time useful to the students or would it be better to skip this
24
step next time and do interactive activities with the teacher

explaining the different types of plantation, rather than having
students research first?
References
25
LESSON # 4
Grade & Unit
Lesson Title &

Duration
Weather & Climate (1, 60 minutes lesson)
NGSS Standards
4-ESS2-1: Make observations and/or measurements to provide

evidence of the effects of weathering or the rate of erosion by water,
ice, wind, or vegetation. (Ex. cycles of heating and cooling; measure
precipitation)
ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living
things found in a region. Water, ice, wind, living
organisms, and gravity break rocks, soils, and sediments
into smaller particles and move them around. (4-ESS2-1)
NB Curriculum
Outcomes
GCO: Life Science

Knowledge: Students will construct knowledge of concepts in life
Attitude: students will be encouraged to develop attitudes that
support the responsible acquisition and application of scientific and
technological knowledge to the mutual benefit of self, society, and
the environment.
SCO:
Inquiry:
204-3 find answers
STSE:
26
Lesson Objective
Students will develop an understanding of the weather that is present

throughout each season in the Great Bear Rainforest and how this
weather impacts the plants and animals. Math - data chart, and
weather graph.
Integration

SCO:
1. Students will be expected to speak and listen to explore, expand,
clarify, and reflect on their thoughts, ideas, feelings, and experiences.
Art:
GCO 2: Students will be expected to create and/or present,
independently and collaboratively, expressive products in the arts
the arts, societies, and environments.
Materials
Smartboard, Ipads, laptops, 2 likes and a wonder sheet (appendix H),

checklist (appendix J), books:
Reczuch, 2015)
Engagement
Teacher: Ask students what the four seasons are? Watch this video:
https://www.youtube.com/watch?v=8ZjpI6fgYSY.
Students: Answer what they know about the seasons. Sit and listen to
the song about seasons.
Exploration
Teacher: After this video tell students that they are going to be
learning about the seasons and how they affect the Great Bear
Rainforest. Tell students that they are going to be divided into four
groups and their job is to learn as much as they can about the season
that they have been assigned. Students are going to be the teachers
today, they are going to learn about one season and then they are
going to teach the other students all about that season. This is a
student directed approach to learning. Students should be looking for
27
how the season impacts the Great Bear Rainforest, how it impacts the
plants, animals and other aspects of the habitat. Tell students that
they will have 40 minutes to work on creating their presentation.
Divide students into four groups and assign each group a season. Tell
students that they are allowed to use the Ipads, the laptops, and the
resource books to find out as much as they can and then they are
going to present the information to the class. Students can choose
how they want to present the information just like they did with their
animal project.
Students: Listen as the teacher explains what the lesson is for the
day. Once they are divided into a group, go and stand with group to
see what season they are assigned.
Explanation
Teacher: Observe students as they work on creating their

presentations.
Student: Work together to research presentation.
Elaboration
Teacher: Tell students when the 40 minutes is up and get them to

come together for the presentations. Tell students that it is now time
to present their information. Ask if students want to volunteer or
draw numbers. Tell students that during the presentation they are to
write down 2 likes and a wonder about each presentation. Pass out
the sheets to students. Start the presentations. While the presentations
are happening formatively assess them through a checklist.
Student: Come together once the time is up. Get a 2 like and a
wonder sheet and wait for presentations to start, fill out sheet during
presentations.
Evaluation
Formatively assess students through their answers at the first of class.

Observe students while they are working on their presentation.
Formatively assess students presentations with a checklist (appendix
J to make sure they accurately represented the information and use
this to guide future lessons.
Students will be peer assessed through a 2 likes and a wonder sheet.
this will be handed in to see how peers felt and then handed back to
the presenters.
Differentiation
If there is a student who is gifted, the group work allows for

enrichment. The student who is gifted could be the researcher so that
they are always interested and learning. Also since the groups are
28
teaching about their season this student might like to take control and
teach the information.
If there is a student who has an exceptionality the group work will
allow for them to work collaboratively with others. The students can
work with others to learn about the seasons. An EA could be used to
help as well.
Reflection

Was this an effective lesson?
Did students understand the material?
Would i do this lesson again?
Was this a fun and engaging lesson for students?
Did this help students to meet the curriculum
outcomes?
Was this student directed approach effective?
References
29
LESSON # 5
Grade & Unit
Lesson Title &

Duration
The Possibility of Extinction

(2 classes)
NGSS Standards
(4-ESS2-2):
Analyze and interpret data to make sense of phenomena using logical
reasoning.
(4-ESS2-1), (4-ESS3-2) Cause and Effect:
Cause and effect relationships are routinely identified, tested, and
used to explain change.
NB Curriculum
Outcomes
GCO
SCO
Knowledge:
300-2 understand how plants survive
Inquiry:
204-3 find answers
206-2 making charts
STSE:
Lesson Objective
Students will develop knowledge on what animals are near extinction

in the Great Bear Rainforest.
30
Integration
English Language Arts SCO:

1. Students will be expected to speak and listen to explore, extend,
clarify, and reflect on their thoughts, ideas, feelings, and experiences.
Materials
Paper Based
- Pencils
- Erasers
- Duotang Journals
- Markers
- Flipchart
- What Will Cause Extinction worksheet (see
appendix K)
- Group Checklist (see appendix L)
- Extinction Datasheet (see appendix M)
Miscellaneous
- Trash (Empty pop can, banana peel, empty bag of
chips, paper, coffee ground, etc.)
- Vegetable oil to act as toxic oil spills
- Bucket of water
- Tongs and a tray
Technology
- Computers & IPads
Books
- The Sea Wolves: Living Wild in the Great Bear
Rainforest (McAllister, 2010)
- The Salmon Bears: Giants of the Great Bear
Rainforest (McAllister, 2010)
- The Great Bear Sea: Exploring the Marine Life of a
Pacific Paradise (McAllister, 2010)
Day 1
Engagement
15 Minutes
Teacher
- Instruct the students to write down what they think
extinction is. Ask them if it can be applied to species
collectively and if it can be applied to a particular species.
- Have a blank flipchart page prepared for students to
log their class progress on extinction.
- Define extinction as process of becoming extinct,
which is species coming to an end or dying out.
Student
- Write in their journals what they consider to be
extinction and write down three species they can think of that
31
are extinct.
- Students will then be asked why they think certain
species go extinct.
- Three students will be selected via popsicle sticks to
write down a class definition of extinction on a flipchart.
They will then create a web of reasons why they think species
go extinct using the ideas from the class members journals.
Exploration
35 Minutes
Teacher
- As a class conduct a water pollution experiment. Use
popsicle sticks to have the students take turns adding and
removing garbage in the tub of water.
- Ask the students to discuss the likelihood this
situation causing extinction in the Great Bear Rainforest if it
was not protected.
- Once the students have removed items from tub the
students will be assigned into groups by being given a
number (1-5). Each student will be given the What Can
Cause Extinction worksheet (see appendix K).
- Monitor the class using a checklist to evaluate each
groups activity (see appendix L).
- Collect the worksheets at the end of the lesson to
check the students understanding.
Student
- For this activity students will actively participate in
adding and removing garbage to the tub of water.
- Once this activity is completed the students will be
assigned into groups.
- Students will answer the questions, in their groups, on
the What Can Cause Extinction worksheet (see appendix
K). They will be encouraged to discuss their answers in their
groups before writing them down.
- Once the students have completed the questions they
will discuss and share their answers as a class.
Explanation
10 Minutes
Teacher
- Explain to the class that almost half of the Canadian
grizzly population and a quarter of the North American
population is thought to be in British Columbia
- Also explain to the class that there is a higher density
of grizzly bears on the coast of British Columbia than in the
interior due to the historic natural abundance of salmon which
are nutrient- and fat- rich. Pollution in the waters would affect
32
not only the salmon but also the grizzly bears because of their
need for fish.
Student
- The students will add water pollution to their journals
on factors that can cause extinction.
- Students will add water pollution to their flipchart
web. They will also link grizzly bears and salmon as species
that could be driven to extinction on the web.
Day 2
Elaboration
(60 Minutes)
Teacher
- The information gathered from the previous lesson
will also be applied to todays lesson. Students will now be
encouraged to document different factors that can affect the
animal population in the Great Bear Rainforest. Each student
will be placed into four groups. These groups will be assigned
to find out what animal population in the Great Bear
Rainforest has been affected by human activity. The teacher
will monitor each group and make recommendations on what
sites to use.
Student
- The students will use a datasheet (see appendix M) to
compare how each animal survives today and how this
compares to 100 years ago. Each group will be allowed to
search the internet and use the McAllister books to find
information on how the animal populations survive, what
makes the animals at risk of going extinct, and what is
different from 100 years ago.
Evaluation
Teacher
- The teacher will collect data sheets at the end of the
lesson to check the students understanding.
Student
- Students will be have their datasheets check at the end
of class.
Differentiation
If the students are in need of enrichment then the blank rows on the
datasheet will allow these students to seek information on animals of
their choice.
If students struggle with this activity then they will be assigned to
work closely with another student who is finding information on the
Great Bear Rainforest with ease.
33
Reflection

Was it too risky to allow the students to find sources
on their own?
What alternative sources could have been provided for
the students?
What other experiments could be used in relation to
the Great Bear Rainforest?
References
34
LESSON # 6
Grade & Unit
Lesson Title &

Duration
The Effects of Extinction on the Great Bear Rainforest
NGSS Standards
4-ESS1-1:
Identify the evidence that supports particular points in an
explanation.
(4-ESS1-1), (4-ESS2-2) Patterns:
Patterns can be used as evidence to support an explanation.
NB Curriculum
Outcomes
GCO
SCOs
Knowledge
301-1 predict how removal of plants or animals would affect the
habitat
301-2 relate loss to extinction
STSE:
Lesson Objective
Students will develop an understanding of what will happen if

animals are extinct and what impact that will have on the Great Bear
Rainforest. Language Arts - Exit slip.
Integration

SCO
2. Students will contribute to conversations and small-group and
whole-group discussion, show an awareness of when to speak and
when to listen.
35
Materials
Paper Based
Technology
-
Paper
Tape
Pencils
Duotang Journals
Flipchart
Exit Slip (see appendix N)
Laptop
Projector
Engagement
10 Minutes
Teacher
- At the start of the class the students will be placed into
groups by assigning the students numbers (1-5). Each group
will be given cards with the names of species at random.
Once each group has received a card ask each group to work
together and create a food chain.
- Engage students by going over what a food chain is.
Demonstrate with the students how the vocabulary used.
Show a quick example on the board. (Sun-> Grass-> Deer->
Wolf) This opening activity will have the students work
together to create a life size food chain as they portray the
animals.
Student
- The students will depict the role of the organisms in a
food chain by taping a small piece of paper on their shirts.
The students will write out what each species or factor is
associated with the food chain. Each group will organize
themselves in order of the food chain.
- Each group will then discuss their food chain with the
class and explain their reasoning.
Exploration
10 Minutes
Teacher
- Next instruct the students to predict the consequences
of what happens when one type of species in a food chain is
removed completely. Remind them that this can be associated
with predators, shortage of main food source, and/or human
activity.
Student
- Students will participate in a population simulation
game. This will shown the students the roles of predators and
prey, the importance of having a suitable habitat for different
species, and how the removal of one species will affect others
within that the Great Bear Rainforest.
36
- Each group will have a person in there food chain step

out and the class will discuss what has happened in the food
chain.
Explanation
15 Minutes
Teacher
- Have the class seated and show the video on YouTube
from Brian Pop JR to expand upon vocabulary associated
with the food chain. https://www.youtube.com/watch?v=tJ_17NbGb4
Student
- Have the students classifying species in their journals
as prey, predator, composer, and decomposer. Using the
datasheet from the previous class have the students classify
these species in their journals according to the categories
mentioned.
Elaboration
15 Minutes
Teacher
- Prepare on the flipchart a list of potential habitats that
have suffered losses. First have the students pair up and
discuss areas in their community that may have suffered a
loss. Explain to the students that they should start thinking of
areas they would wish to explore and see how habitat loss has
affected different species.
Student
- Students will discuss their thoughts on local areas
affected by habitat loss and share it with the class after a short
discussion.
Evaluation
10 Minutes
Teacher
- Assign the students the exit slip question to test
understanding.
Student
- Students will complete exit slip to determine their
understanding of the lesson (see appendix N).
Differentiation
If a student is in need of enrichment then they shall be asked to

explore food chains in the habitats around the community.
If a student is struggling with food chain concepts then these students
will be asked to think about what they eat and potentially create a
food chain related to this.
Reflection
37
What did the class comprehend collectively?

What habitats could the class visit that are nearby the
school?
References
38
Reflection
Reflection on the Unit Plan
Is each intended outcome or expectation supported by
a suitable teaching or learning strategy?
Yes, each outcome and expectation is covered with a

definitive strategy that supports each lesson in the unit.
This will support each students understanding of the
environment and the species within the Great Bear
Rainforest. Students will develop:
A general understanding of the Great
Bear Rainforest.
Knowledge and an understanding of
characteristics on the different types of bears,
birds, mammals, amphibians and reptiles, trees,
and plants in the Great Bear Rainforest.
An understanding on the weather present
in each season of the Great Bear Rainforest, and
how this impacts the plants and animals.
An understanding on the animals that are
threatened by extinction in the Great Bear
Rainforest.
A further understanding on the
consequences of animals going extinct in the
Great Bear Rainforest.
Is a valid assessment strategy included for each

enduring understanding?
Yes, the assessments to check understanding include,

but are not limited to:
Exit Slips for learning about the Great
Bear Rainforest.
Using and collecting pictures to classify
bears, birds, mammals, amphibians and reptiles,
trees, and plants. This assessment will check
their understanding on how the animals and
vegetation survive in the Great Bear Rainforest.
A group project on the seasons,
evaluating how the project is put together and
the information associated with it.
Group predictions on the consequences
if an animal becomes extinct. The teacher will
monitor these conversations to see who is
participating.
Students will be placed into groups
39
again to compare their predictions from the

previous lesson to the information presented in
class on the true consequences of an animal
going extinct. The teacher will monitor these
conversations to see who is participating.
Will students have opportunities to sufficiently develop All students will be presented the opportunity to
their inquiry and communication skills, regardless of
develop their inquiry and communication skills through
their initial skill level?
group discussions, documenting and writing about
pictures on the species of the Great Bear Rainforest in
their books, and analyse these findings individually and
in groups. The students will also collaborate on group
projects, and comparing their initial thoughts to the true
facts about the Great Bear Rainforest.
Can you think of other challenges?
Other challenges presented to the student include:

Students being taught the historical data
of the animals in the Great Bear Rainforest from
100 years ago.
Engaging in concepts associated with the
food chain in the Great Bear Rainforest and how
the removal of one part of the food chain can
have a domino effect on other species.
Students will be challenged, but also
develop skills, by documentation and
organization of different species in their books.
40
Appendix A
WORD SCRAMBLE
Name _______________________________
Date: _______________________
Unscramble the words below
1.
TGRAE ABRE
OREITARNSF
2.
TSIIRP RBAE
3.
SNALOM
4.
IWDL FOWL
5.
YLIZZRG AEBR
6.
OOWD CDUK
7.
WTERESN MEL ETRE
8.
LLAT FRSEOT RESET
9.
ORUGDN LNATSP
10 AOIPLATNTN
.
11. HEWAERT
12 CAETLIM
.
13 EMURRTTAEEP
.
14 CTIETIPNAPRIO
.
15 AILRNAFL
.
16 SMPABINAHI
.
41
17 SKEASN
.
42
Appendix B
Research Project
43
Appendix C
Mini-Project
44
Appendix D
Lyrics to GREAT BEAR RAINFOREST
Sing to the tune of Reach for the Stars by S Club 7
When your life, leaves you feeling blue,

You can travel to, the Great Bear Rainforest
There is so, much to see and do,
Its all waiting just for you, on the coast of BC
It is a temperate rain forest,
Stretching, 400 KM
It is the largest,
Temperate rainforest in the world, go
Great bear rainforest,
Discover mammals, birds, and
Amphibians
There is so much to see at
And now 85% is protected
from the logging industry,
45
Appendix E
KWL Chart:
Name: ______________________________________
What I Know
What I Want to Know
What I Learned
Week 1:
Week 1:
Week 1:
Week 2:
Week 2:
Week 2:
Week 3:
Week 3:
Week 3:
46
Appendix F
Station
Number
Classification
of Animal
What do
they eat?
What do
they
drink?
Prey or
Predator?
How do
they
survive?
What do
How many
they use for animals are in
shelter?
this
classification?
Appendix G
Classification of Animal
Number of Animals
47
Appendix H
2 Likes and a Wonder!

For each presentation, write down 2 things that you liked and one thing that you wonder about!
48
1. Presenters:
___________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Wonder:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Presenters: ______________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Wonder:
_____________________________________________________________
_____________________________________________________________
49
_____________________________________________________________
_____________________________________________________________
3. Presenters: ______________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Like:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Wonder:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Appendix I
Presenters Names
Correctly presented
information
Accurately
represented animal
classification
Evidence of
collaboration
50
51
Appendix J
Presenters Names
Correctly presented
information
Accurately
represented seasonal
impacts on the
Great Bear
Rainforest
Evidence of
collaboration
Appendix K
Name: _________________ Date: ____________

52
What Will Cause Extinction

A number of different things can cause extinction. Often you may think of an asteroid hitting the
earth to cause extinction, much like what happened to dinosaurs. Below is an activity that will
help explain what can potentially cause extinction.
Procedure:
Follow the directions below and answer the questions as a group. If you have any questions then
please raise your hand.
Water Pollution
1. Add the trash and vegetable oil into the water one at a time. Does the water change colour?
2. Remove the trash from the water with the tongs and place it on the tray. Would you drink or
swim in this water? Explain your reasoning.
3. What species do you think this would effect in the Great Bear Rainforest? What would happen
if the pollution caused the species to go extinct?
4. Can all of the pollutants be removed from the water after? Explain your reasoning.
5. What other situations or factors might cause extinction for species in the Great Bear
Rainforest?
Appendix L
Checklist
Group #: ____
The students behaved at the stations responsibly.
The students showed consideration for the volume in the
53
classroom.
The group worked together on discussing how the water
was polluted and how it is difficult to clean.
The activities caught the attention of students.
Students were able to individually understand the overall
purpose of the lesson.
Group members took notes of the objectives.
Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Appendix M
Extinction Datasheet
When you have completed the first four animals have your group decide on a species to explore
in the blanks spaces on the sheet.
Species
Food Source(s)
Extinction
Risks
How is it
different from
100 years ago?
Other
comments
54
Spirit Bear
Salmon
Wolf
Humpback
Whale
Appendix N
Exit Slip
What will happen if an animal becomes extinct and what impact that will
have on the Great Bear Rainforest?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
55
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
References
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Toronto, ON: Pearson.
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Forest?. Retrieved from:
http://www.bcmountainlodge.com/site/about_bella_coola/what_is_a_temperate_coastal_r
ainforest-.html
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Rivest, T. (Photographer). (2006). Wildlife List [Wildlife Preservation]. Retrieved from:
http://www.greatbeartours.com/wildlife-list.htm
Wright, A. S. (Photographer). (2016). Premier Clark announces landmark Great Bear Rainforest
agreement [News Article]. Retrieved from:
http://www.nationalobserver.com/2016/02/01/news/premier-clark-announces-landmarkgreat-bear-rainforest-agreement
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Science Unit:

Great Bear Rainforest

Standards & Concepts

4-ESS2-1: Make observations and/or measurements to provide evidence of the

Rainfall helps to shape the land and affects the types of

Living things affect the physical characteristics of their

N.B. Elementary Science

GCO: Life Science

Attitude: students will be encouraged to develop attitudes that support the

How will students

What will the students

Assessment & Evaluation Plan

Chart and graph types of animals

Individual assignment in class

Research one animal that is found

Group Project and Presentation

Peer and Teacher Evaluation

Split class into four groups and

Checklist and 2 likes and a wonder.

Pick one lesson covered in the unit

Split class into four groups and

Mini Group Project

Walking around, watching progress,

Sequence of Lessons (Overview)

What the Teacher

What the Students

What is the Great

Students will have

Exit slip where

Teacher will discuss

Students will discuss

The teacher will

Students will be put

Students will be taught

Students analyse bark

Students will be taught

Students will meet in

Students will be taught

Students will be put in

How extinction will

Students will learn

Students will be put in

Adaptations & Modifications

Representation: presenting information in different ways.

Instructions shall be differentiated according to students who:

Creating: Putting elements together to develop coherent outputs. Reorganizing

Compare essays and projects through in class

The personal learning plans will consist of:

Grade 4: Great Bear Rainforest

Lesson Title &

What is the Great Bear Rainforest?

This lesson will be an introduction to targeting all of the listed

Students will have a general understanding of what the Great Bear

Math (via precipitation activity of the center)

Word Scramble printouts (appendix A)

Set up and introduce science discovery center.

to complete in a quiet area. There are activities for enrichment

Questions for the teacher to consider about this lesson:

Refer to references page

Grade 4: Great Bear Rainforest

Lesson Title &

Animals of the Great Bear Rainforest and How They Survive:

Name: _____ Date: