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Lesson Plans
prepared by Carol A. Thomson, Okanagan University College
Grade Four Unit: Adaptation of Animals
Focus: Endangered Species in Endangered Spaces
INDEX
Lesson 1: Crowded Spaces
Lesson 2: Endangered Spaces = Endangered Species
Lesson 3: Thompson-Okanagan Endangered Species
Lessons 4 and 5: Problems! Problems!
Lesson 6: Beleaguered Biomes
Lesson 7: ACTION for All
Assessment and Evaluation
Adapting Activities for Students with Special Needs
Student Glossary
Student Text
Resources
Additional Activities
Curriculum Connections
Sites to Visit
Grade Four Unit: Adaptations of Organisms
LESSON ONE: Crowded Spaces
Learning Outcomes:
It is expected that students will:
- relate the growth and survival of organisms to a variety of conditions.
Materials:
Fluorescent marking tape
Construction sign
Introduction to Unit:
* Inform students that after recess you will be conducting an experiment. (The "experiment" will be somewhat disruptive so a contained time allotment is desired.)
* When students are out for recess string fluorescent marking tape across half of the classroom and post a large sign:
* In the crowded section which remains, have the returning children sit and discuss what happens when land is taken for development purposes. Discuss the crowding, loss of personal space, loss of home and personal effects, etc.
* During the discussion have some older students arrive (pre-arranged), dressed in work attire and carrying shovels, tape, signs, etc.
These workers/students cordon off another portion of the classroom (preferably one which contains the students' lunches), and post
another Development sign, one which indicates that a parking lot for the high-rise will be built there. All students are now in 1/4 of the room, crowded and without access to their food.
* Further discussion will focus on what happens when spaces are encroached upon. Discussion should draw out the following points:
1) loss of home
2) loss of food and possibly water sources
3) crowding; loss of personal space
4) feelings engendered by this experiment.
* Summarize the effects of changes in, or loss of, one's environment.
LESSON TWO: Endangered Spaces = Endangered Species
Learning Outcomes:
It is expected that students will:
- discuss how changes in an organism's habitat can affect the survival of individual organisms and the entire species
- relate the growth and survival of organisms to a variety of conditions.
Materials:
Newspaper article
Introduction:
* Review how students felt when they lost their spaces.
Data Collecting:
* Read a local newspaper article, (for example, "Neighbours vow to fight for pond") which illustrates the problem of changes in, or loss of, habitat in the Thompson-Okanagan region.
* Analyze the article with students.
What is the problem? Why is it a problem? Who, and what, are affected? How are the plants and animals affected? How are people affected? What are the people trying to do? How would filling in a local pond affect the students?
Data Processing:
* Have students write a short report about this article, from a particular point of view -- the neighbour, the developer, the previous owner, the birds or animals, the plants (bulrushes, irises, grasses), city planning director, the government's environment official? Students should state the problem from "their"
point of view, and determine how the problem should be solved.
* Have various "characters" present their views to the class.
Closure:
* Encourage students to collect additional articles from newspapers or magazines which deal with the subject of endangerment of spaces or species.
* Assign a group to prepare a bulletin board on which to display other topical information.
NEIGHBORS VOW TO FIGHT FOR POND
Judie Steeves, Kelowna Capital News, 96-02-09
LESSON THREE: Thompson-Okanagan Endangered Species
Learning Outcomes:
It is expected that students will:
- understand that many plants and animals in their own region are at risk.
Materials:
Map and string
Newspaper articles
Photographs and charts
Introduction:
* Students share collected information.
* Display photographs/charts of endangered species in the Thompson-Okanagan region and a map of the region.
Data Collecting:
* Students read articles they have collected and post them on the bulletin board with the displayed images. Connect the local
articles with string to their locations on the area map. (Teacher shares another article if necessary. See examples, "Rare
woodpecker sighted in Ellison" and "Information
on woodpeckers wanted".)
* Solicit suggestions of endangered species in the Thompson-Okanagan region.
* Inform students that there are official lists which state which species
are at risk.
* Elicit from students what they think the difference would be between the Red List and the Blue List .
* Check these lists to see if the suggestions from the students are on the Thompson-Okanagan list.
Data Processing:
* As a class, create a short Red List for the region.
* List also, possible reasons for endangerment inferred from previous discussions and observations.
* Ask students to suggest reasons why the specific species which they have on their Red List might be at risk.
Closure:
* Students are asked to continue the search for information about endangered species. They should be encouraged to look for articles, books, photographs, films etc. and also to talk to people.
RARE WOODPECKER SPOTTED IN ELLISON
Sharon Hughes-Geekie, Kelowna Daily Courier, 96-02-07
INFO ON WOODPECKER SIGHTINGS WANTED
(staff writer) Kelowna Daily Courier, 96-02-07
LESSONS FOUR and FIVE: Problems! Problems!
Learning Outcomes:
It is expected that students will:
- discuss how changes in an organism's habitat can affect the survival of individual organisms and the entire species
- understand that many plants and animals in their own region are at risk.
Materials:
Research materials:
Resources
Student Text
Form: Investigations
Introduction:
* Students add resources to the bulletin board and resource table.
* As a class, connect new articles to the local area map and discuss additions.
Data Collecting:
* Students choose a species which is endangered in the Thompson-Okanagan region.
* Students work in the classroom and, if possible, in the Library (plan ahead with the Teacher-Librarian) to find information
about the species of their choice.
Data Processing:
* Students complete the Investigations report. (The illustration portion may be done in an Art lesson so that more time is available.)
Closure:
* A few students share one interesting discovery.
Image Credit: sketch of Ground Mantid by Hannah Nadel in Rare
Invertebrates of the South Okanagan, Ministry of Environment, 1995.
LESSON SIX: Beleaguered Biomes
Learning Outcomes:
It is expected that students will:
- discuss how changes in an organism's habitat can affect the survival of individual organisms and the entire species
- understand the problematic conditions within a specific biome
Materials:
Felt pens
Chart paper
Labels and images
Research materials
Form: Reasons for Endangerment
Introduction:
* Continue the additions to the bulletin board and the discussion surrounding those.
* Have labels displayed which include Grassland,
Wetlands,
Forest,
Mountains and
Shrub-steppe habitats. Beside these captions have a variety of relevant student research materials, especially the books in the Endangered animals series which
give a succinct description of these habitats (pp. 4-5 in each book). Also include Student Text information.
Data Collecting:
* Group students according to the habitats in which their species would be found, as determined on their Investigations form.
* Within these habitat groups, have students share the findings from their Investigations.
* Using the resources, have students identify additional reasons for the degradation of habitat and determine if there are common
reasons for endangerment in each habitat.
Data Processing:
* Students in each group create a chart which includes a list of species and the reasons for endangerment within one habitat.
* Each group posts its chart and presents its findings.
Closure:
* Determine if there are problems which are common to all habitats.
LESSON SEVEN: Action for all!
Learning Outcomes:
It is expected that students will:
- understand the importance of changes in conditions in a specific habitat
- understand the importance of being socially responsible about their environment.
Materials:
Form: Action for All
Introduction:
* Compare and contrast the habitats discussed in the last lesson, and determine which habitats have the most serious problems.
Data Collecting 1:
[Students should have their individual Investigations reports posted or coil-bound.]
* Instruct students to review the posted charts and collected materials and refer to the articles which have been read and discussed.
Data Processing 1:
* Have students rank the reasons for endangerment from most important to least important.
* Have students compare the articles and information which has been collected and predict what will happen if nothing is done
about the problem.
Data Collecting 2:
* Encourage students to think of what can be done to alleviate the problem.
Discuss some forms of action, both as a larger community and as individuals.
A particularly good resource for Action items is available in the books
Take action : World Wildlife Fund, ("Kids can make a difference")
and in Earthcycles and ecosystems ("Raise a ruckus" and
"Roll up your sleeves"). *SOME ACTIONS WHICH STUDENTS CAN
TAKE:
- being informed (education);
- talking with others (spreading the word);
- setting up displays (for parents or community members);
- supporting organizations (fundraising, displays, involvement);
- changing personal lifestyle (care for environment etc.);
- writing letters (Minister of the Environment, Regional District officials, City Council, local newspapers);
- being involved (writing to penpals through The Kids' Page
to discuss concerns of endangered species in other regions);
- joining a club which is concerned about endangered species or endangered spaces
(The Wild Ones).
Data Processing 2:
* Develop a group Action Plan which addresses the issue of endangered plants and animals. State the Action and how it will
help.
Closure:
* Summarize how changes in a habitat, or loss of a habitat, can affect the survival of a species and stress that everyone has
a role to play in preventing this threat to our world.
* Plan to take Action on one item on the group Action Plan.
Image Credit: sketch of White-headed Woodpecker in The Birds of British Columbia, Campbell et al., 1990.
this section sponsored by: 
Industry Canada
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