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Science Unit:
Habitats (Sable Island)

By: Melanie Bartlett, Kelsey MacLeod, Sarah Watts, and Alisha McCorriston

We decided to do our science unit on Sable Island for a grade 4 class with 25
students. Our unit comprises of 5 lessons, which include differentiation and
modifications to accommodate two students in the class who have learning disabilities:
Jack has dysgraphia and Laura has dyslexia. These lessons are rich in nature integrating
other subjects such as art, dramatic elements, language arts, social studies, and
environmental science. All lessons are universal design in nature to appeal to all learning
styles: visual, auditory, and kinaesthetic learners.
Each lesson is approximately 1 hour long, however, it may take more time to
complete all activities. For example, perhaps the first lesson may take two 1 hour classes
for students to complete the science discovery centre activities. Perhaps a whole class
will need to be dedicated to creating the criteria for the summative project. In addition,
the fourth lesson of the unit has a four-week goal activity which will require additional
class time for students to complete. Finally, two classes at the end of the unit will be
reserved for students to work on their summative project with a partner and two more
classes after that will be dedicated to the students presentations of their summative
project.
We believe that student success and motivation is higher when students have
ownership and responsibility of their learning. This is why students have several options
to choose from for their final summative project and why they are co-constructing the
rubric for the success criteria for their presentation of their project.

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Sable Island Bulletin Board
Miss MacLeod
Lesson: 1
Grade: 4
Length of time: 1 hour

NGSS Standards
4-LS1-1
Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.

New Brunswick Science Curriculum Outcomes

302-1: identify a variety of local and regional habitats and their associated populations of
plants and animals

Lesson objective(s): I learned a few facts about Sable Island. I explored by doing
various activities to learn about what Sable Island is, where it is, and who lives there.

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Prior knowledge: None
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Differentiation strategies incorporated into this lesson:

Since this lesson is in a discovery center format, students have the choice in which
activities they decide to do. Therefore, this lesson is UDL in design and accommodates
all learning styles and any learning disabilities.

Materials:
1) Bulletin board
2) Paper airplane
3) Paper boat
4) Instructions to make a paper airplane
5) Instructions to make paper boat
6) Sable Island Quiz
7) Playdough
8) Crosswords
9) Activity sheets
10) Laptop for video
11) Smartboard for smartboard activity
12) Balloons
13) Plastic horses
14) 5 Toms and Kellys for the 5 people on Sable Island
15) Sand
16) Matching horse activity

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17) An Owl True Adventure Book: Wild Horses of Sable Island by Zoe Lucas book
activity
19) Sable Island the Wandering Sandbar by Wendy Kitts book activity
18) Free as the Wind by Jamie Bastedo and Susan Tooke book activity
20) Race the Wild Wind by Sandra Markle book activity
21) Making waves
22) Toy horses
23) Animal pictures
24) Land pictures
25) Helicopter
26) Bowl of water to make waves
27) Map of Sable Island

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Teacher preparation: Have centres set up previous to class time.
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Teacher and Student Procedures
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Lesson
Component

Teachers Procedures

Engagement What do you know about Sable Island?

(10)
Let students learn about Sable island. Have
students:
1) Look at the Bulletin Board
2) Watch the video about Sable Island
https://www.youtube.com/watch?v=bldWq3_5O0
3) Do the smart board game

Students Procedures
Students listen to
teachers question.
Think-Pair-Share

Complete all three

activities as a class.
Ask questions about the
Bulletin board.

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Exploration
(20)

Discovery Center Activities

1) Bulletin Board

Create:
2) Make paper airplanes (to arrive to sable
island)
3) Make a paper boat to leave sable island
4) Playdough- make your own creature

Activities:
5) Matching Horse Activity
6) Sable Island Quiz
7) Crosswords
8) Activity sheets
9) How many balloons were found on Sable
Island?

Touch:
10) Plastic horses
11) 5 Toms and Kellys for the 5 people on
Sable Island
12) Sand
13) Toy horses
14) Helicopter
15) Make waves

Reading and Researching

16) An Owl True Adventure Book: Wild
horses of Sable Island book by Zoe Lucas
activity
17) Sable Island the Wandering Sandbar by
Wendy Kitts book activity
18) Free as the Wind by Jamie Bastedo and
Susan Tooke book activity
19) Race the Wild Wind by Sandra Markle
book activity
20) Map of Sable Island

Students explore the

discovery center and
choose which activities
they wish to do, alone or
with other students.

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Explanation Teacher poses the following questions to
(10)
students about why each item is in the
discovery center and what it has to do with
Sable Island

Why are there so many horses?

Why are there activities to make paper planes
and boats?
What is the play dough for?
Why is there sand?
Why is there a wave game?
Why are there books about Sable Island?

Students respond
following teachers
directions using the
Pose, Pause, Pounce,
and Bounce question
strategy.

Students do not raise

their hands.
Pose: Listen to
questions
Pause: think of answers
Pounce: Answer
question if called on
Bounce: Build on/give
opinion based off of
previous students
answer

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Elaboration
(10)

Describe and explain final project:

Listen to teachers
explanation of
summative assignment
for the end of the unit.

Topic For Final Project must include one of

the 3 following:
1) Sable island
2) Habitats
3) Animals and survival

Students will choose one of the following

ways to present their final project:
1) Write lyrics to a song and perform or
record it
2) Create a poster board/bulletin board
3) Make a news ad (written or video)
4) Presentation (with PowerPoint)
5) Write a story about sable island

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Students will brainstorm
to co-construct a rubric
for the final project on a
4-point scale with 4-5
criteria categories.

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Guide students in co-constructing a rubric.
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In groups of 4, students
will write their ideas
down on chart paper.

Teacher will assemble information and create Then, each group will
a rubric. Then distribute them so each student share their ideas to the
class.
has a copy.

Then the class will

narrow it down to 4-5
criterias for their final
project presentations.

Evaluation
(10)

What did you learn about Sable Island?

Have students arrange themselves a circle.
Explain the activity.
Facilitate the activity.

Have students arrange

themselves a circle.
When given the ball,
students will choose one
of the following things
to mention:
A) Ask a question
B) Answer anothers
students question
C) Share one thing they
learned

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Make Your Own Island
Miss Bartlett
Lesson: 2
Topic: Sable Island
Grade: 3
Length of time: 1 hour

NGSS: Unit 1: Life Sciences- Habitats

Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction. 4LS1-1
Lesson objective(s): Students will be able to identify what is necessary for an
environment to be considered a habitat for an animal. They will also be able to recognize
and categorize animals based on what they would need to survive, as a general basis to
the unit
New Brunswick Science Curriculum:
302-1 identify a variety of local and regional habitats and their associated populations of
plants and animals

302-2 describe how various animals are able to meet their basic needs in their habitat
New Brunswick Social Studies Curriculum:
3.1.1 Locate their province in the Atlantic region, Canada, North America, and the world
3.1.2 Describe the major physical features, climates, and vegetation of their province and
the Atlantic region
New Brunswick Visual Art Curriculum:
Responding to Art: Describe art works using appropriate vocabulary. Recognize that a
response to art involves feelings, understandings and knowledge, e.g., medium, subject
matter, and composition
Prior knowledge: In the first lesson, which introduced them to the animals of Sable
Island, they already have previous knowledge and therefore can make these predictions
of what is needed for these different populations to survive in either environment, and
reflect upon them. Students will also be able to refer to the information provided in the
first lesson on Sable Island.
Differentiation strategies incorporated into this lesson:
Some children may need extra help in drawing, or may experience dysgraphia or
dyslexia. Give verbal explanation of instructions along with a visual example. Have
students contribute to their best ability. Students may meet with you and discuss what
they would include on their island, and have them provide their explanations verbally.

Materials:

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Paper
Markers
Chart Paper
Pencils

Teacher preparation:
Have handout ready
Chart paper for each group & markers ready
Have an example to demonstrate an environment on smart board to give students
a comparison for their charts.
Have an example of an island to show students the expectations, and examples of
things they can include on their own island.

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Teacher and Student Procedures:
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Lesson
Component

Teachers Procedures

Students Procedures

Engagement Facilitate a conversation with

students:
Think about the
environments we live in
What are in these
environments?
What do we need from day
to day to survive?
Where do we get these
things?

Students can brainstorm in small

groups before sharing. Have
students record the answer to these
questions on chart paper.

Exploration

Group their responses into

different categories, to give them a
visual on what components go with
which environment, and find
similarities.

Have students present their ideas

to the class, and provide
explanations for their points
mentioned. To help ensure their
understanding.

Explanation

Facilitate another discussion on the

findings and give an explanation as
to why we need each component to
survive, and why it is important.

Students will be verifying their

reasoning for what components we
and other organisms need to
survive.

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Elaboration

Connect these concepts to Sable

Island and what can be found on
this island for people/ animals to
survive.

Have students identify what two

habitats are found on Sable Island
Oceans/ mainland, sand dunes.
Refer to the bulletin board when
reviewing. Ask what they notice?
Would organisms be able to
survive in other habitats?

Make your own island: what

animals would be on it?
What would you eat?
Vegetation, landscapes
What would you do for fun?
Who would be on your island?
Talk about different habitats:
ocean, arctic, land, desert

How can the horses survive on the

island? What do they need?

Have students reflect on Sable

Island Discovery Centre and what
items were apparent in the display.
Why are these items there? Why
are they important in this
environment?

Have students reflect on this, in

creating their own island. What is
the climate? How would this effect
what is found on the island? How
would you get power? Would your
island be similar to Sable Island?
Why or Why not?

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Evaluation

Have students create their own

island, to demonstrate their
understanding of what is required
to survive in their habitats

Collect islands once students have

had time to complete them.

Have students hand in their work

from each day, and be sure they
write their names on each piece
they hand in.

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Ask questions, and rotate when

they are completing their island to
check for their understanding.

Also collect the chart paper from

earlier discussion to see if groups
have an understanding of habitats.

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I will mark the islands based upon

a checklist I have created outlining
the important factors found in a
functioning habitat.

** This Lesson Plan will be covered in the span of 2 days, if not more depending on the
length of discussions, and review on habitats at the beginning of each class. Make your
own island lesson would take place on the second day.

Checklist:
Island Considers:
Name:
Food
Shelter
Source of energy
Other habitants
References:

Yes

Somewhat

No

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New Brunswick Department of Education and Early Childhood Development. (2002).
Atlantic Canada science curriculum: Grade 4. Retrieved from http://www.gnb.ca/
0000/publications/curric/grade4science.pdf/

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Appendix

Create your own Island:

Draw your own island. Be sure to think about: What is on
your island? What will you eat? Where will you sleep? Are
there other animals or people on your island? What will they
need on the island to survive? How will you get to your
island?

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Sable Island Centres
Miss Watts
Lesson: 3
Topic: Sable Island and the Environment
Grade: 4
Length of time: 1 hour

NGSS Standards: Physical Science: Energy- Obtain and combine information to

describe that energy and fuels are derived from natural resources and their uses affect the
environment.

New Brunswick Science Curriculum Outcomes: Social and Environmental Contexts

of Science and Technology- 302-1 identify a variety of local and regional habitats and
their associated populations of plants and animals

Lesson objective(s): To understand the history of Sable Island in a creative way through
different centers focusing in on the important facts on the island.

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Prior knowledge: An introduction on Sable Island.
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Differentiation strategies incorporated into this lesson: The different centers will
include the history of the island, learning about the horses, and other interesting facts.
The centers will be hands on.

Materials: Information books on Sable Island, clay, paper, crayons, and videos on Sable
Island

Teacher preparation: Make sure to prepare each center before hand so the students
know what is going on in each station so there is no confusion.

Assessment: At each center there is a form of assessment so the students have something
to focus on and work towards. It will either consist of a worksheet or making something
out of the clay.

Differentiation strategies incorporated into this lesson: Some children may need extra
help in drawing, or may experience dysgraphia or dyslexia. Give verbal explanation of
instructions along with a visual example.

Centers: 1. About the horses- read the specific book on horses on the island and draw a
horse that is on Sable Island or make with clay.
2. Watch a short video on Sable Island and answer quiz.
3. Make a poster on Sable Island

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4. Create your own habitat- what do you need to survive, how do you get there,
are there animals that live there, can visitors visit etc.

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Teacher and Student Procedures

Lesson
Component

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Teachers Procedures

Students Procedures

Engagement
(5-10 min)

Ask question to class and have a

discussion: What do you already know
about Sable Island?

Students will answer and

have a class discussion

Explanation
(5-10 min)

Place the class into 4 groups of 5 students

in each. Explain to them that they will be
allowed 10 min at each station where they
will be engaged with hands on materials
that will inform them more on Sable
Island.

Students are listening as

they are being explained
what group they are in and
what takes place at each
center.

Exploration
(10 min a
station)

Teacher will be walking around the entire

time to ensure the students on staying on
task at each station

The students will now

spend 10 min at each
station. However, if they
need some more time this
can be allowed.

Elaboration
(5 min)

When the students have been to all the

stations and have had time to complete
each mini assignment at each center, bring
the class back as one group and debrief on
what they have learned.

The students have the

opportunity to reflect on
their what they have
learned and created in
todays lesson.

Evaluation
(5 min)

Once the students have completed each

station take the time to go around and see
what they have created.

At the end of the lesson the

students will hand in all of
their projects to be
assessed.

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If I had 1 Million Dollars
Miss Macleod
Lesson 4
Topic: Sable Island and the Environment
Grade: 4
Length of time: 1 hour

NGSS Standards: Physical Science: Energy

1. Obtain and combine information to describe that energy and fuels are
derived from natural resources and their uses affect the environment. 4ESS3-1
New Brunswick Science Curriculum Outcomes: Social and Environmental Contexts
of Science and Technology
108-3 describe how personal actions help conserve natural resources and care for living
things and their habitats
108-6 identify their own and their familys impact on natural resources
Identify their own and their families impact on habitats, and describe how personal
actions help conserve habitats (108-6, 108-3)

Lesson objective(s):
I understand how I impact habitats and the environment on a daily bases and the positive
or negative impact I will have on the environment and habitats in the future. I also
understand what I can do to help conserve natural resources and care for living things and
their habitats.

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Prior knowledge: Exposure to the concept of habitats
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Differentiation strategies incorporated into this lesson:

- Teacher may want to assign students into pairs rather than letting them choose.
- Read instructions to students that struggle with reading or have dyslexia to ensure
they understand the activity.
- If there is access to laptops, netbooks, or iPads, students could create their
drawing using the program Paint or another drawing software.
- Choice is offered for Evaluation to appeal to different learners and those that
struggle with writing or have dyslexia or dysgraphia.

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Materials:
Large sheets of white paper
blue construction paper
markers
pencils
laptop
Smartboard or projector
internet

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Teacher preparation: Have all supplies organized into piles so it is easy to distribute.
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Assessment:
Formatively assess students during lesson through:

1. Questions: Think-Pair-Share
2. Pose, Pause, Pounce, Bounce (students listening, contributing, and relating their
ideas to others)
3. Observations: Take notes on post-its to provide specific feedback for students
regarding their contribution, participation, discussion, and teamwork skills.
4. Checklist: completion and effort in answering questions and journal reflections
each week for the goal. (see checklist at the end of this lesson)

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Teacher and Student Procedures
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Lesson
Component

Teachers Procedures

Engagement Pose the following questions to the students.

(5 minutes) 1. What are daily habits or activities that you do
that require energy?

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2. Where does this energy come from?
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3. How does our using this energy impact the

environment and habitats?

Students
Procedures
Listen to teachers
questions.

Discuss and
practice active
listening.

Respond to the
questions in a
Think-Pair-Share
discussion format.

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Exploration
(20-25
minutes)

Provide instructions for activity.

1)You will work with a partner.

2) One person will collect the markers and the
other will get the large white piece of chart paper.
3) Give out activity instructions to each group.
(One half of the groups will instructions for
activity 1 and the other half will get instructions
for activity 2. (see appendix 1))
4) Circulate through class, ensure that each group
understands the directions and are working as a
team.

Listen to teachers
instructions

1) Choose a partner
2) One person
collects the markers
and the other gets
the large white
piece of chart paper.
3) Read and follow
directions on the
activity sheet they
receive.
When all teams are finished:
4) Working with
5) Have each pair join another pair to make a
their partner, draw
group of 4. Activity 1 pairs join a pair that
their habitat or
completed activity number 2.
dream home
6) Distribute blue construction paper (representing When all students
a river, ocean, or lake) for each group to put
are finished
between their habitat and their dream home.
5) Listen to
teachers
7) How will the energy and materials used in the instructions. Join
dream home impact the animals habitat?
another pair that
completed a
8) Circulate around class. Put concrete objects on different activity to
each groups chart paper to represent any
make a group of 4.
consumer waste items (such as plastic bottles) and 6) Put blue
pollution or harmful products (brown paper or
construction paper
play dough to represent oil) that may come from
between their two
the dream home which will float down the river
chart paper
and negatively impact the animal habitat.
drawings.
7) Listen to the
question and
discuss it as a
group. Circle, label,
or list sources of
pollution and
consumer waste
from dream home
that will impact the
habitat.
8) Share with the
class

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Explanation Formatively assess using Pose, Pause, Pounce,
(5-10
Bounce. Think of which students to ask prior to
minutes)
posing questions.

1 What are some examples of non-renewable and

renewable energy?

2. What natural energy resources does your

family use for energy?
(example-hanging laundry out on the line to dry in
the summer)

3.What can we do to help conserve natural

habitats?

Students respond
following teachers
directions using the
Pose, Pause,
Pounce, Bounce
question strategy.

Students do not
raise their hands.
Pose: Listen to
questions
Pause: think of
answers
Pounce: Answer
question if called on
Bounce: Build on/
give opinion based
off of previous
students answer

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Elaboration
(10 min)

20 min for
Enrichment

Students will watch two clips from this video.

(Time: 11min-13min)
and
(17:30-19 or 20) or unil end if time
http://www.cbc.ca/landandsea/2012/11/sableisland.html
Pose question:

How is Sable Island being impacted by actions

from the surrounding environment?

Enrichment:
For students who are done Exploration activity
early.
1) Watch video: 0-11 minutes
2) Reflect by answering these guiding questions
about Sable Island.

1. Discuss 5 current facts you learned about Sable

Island.
2. Explain some historical facts about Sable
Island.

Watch the video

Actively listen

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Discuss the
question in same
groups of 4.
(Garbage and
drilling for energy
should come up in
discussion)

Each group shares

one point they
discussed with the
class.

Participate in
enrichment if
finished
Exploration activity
early.

!19
Evaluation
(10 minutes
and then
continued in
later class or
assigned as
homework)

Put the following questions on the Smart Board

and read them aloud.

1 )What are some things you can do each day to

help conserve the environment?

2 )Create a goal for how you will help the

environment. Break the goal into 4 gradual steps
for one goal per week.

Give each student a checklist so they know what

they need to complete for this mini project.

Students brainstorm
ideas for 2 minutes
in groups.

Students can
respond to this
questions in a
variety of ways:

1)Written in journal
2) Typed up

In either paragraph
or point form
1) Create two slides
on a PowerPoint
with text
2) Create two slides
with pictures on a
PowerPoint with
Enrichment: How do we know if it is a good goal? keywords to explain
Have students research SMART goals and explain answers.
it to a partner, small group, or to the class.
3) Draw pictures in
journal and use
keywords to explain
answers.
Outside of class (perhaps inside as well) Over 4
weeks follow these steps you created. Write in
your journal how you did each week at achieving
your goal.
Was it too big of a goal? Was it too small of a
goal?

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Reflect in journal at
the end of each
week on progress of
achieving the goal.
Refer to checklist
before submitting
the mini project to
ensure they
completed each
part.

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Activity 1
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Appendix for Lesson 4

You and your partner are given 1 million dollars to build your dream home on an island.
Using the chart paper, draw your dream home and anything else you wish to build to
keep you entertained and make your friends want to come visit you. Remember to draw
what way you will get energy to sustain the needs of your home and island.

Activity 2

You and your partner will create an animal habitat. Include any animals you wish (within
reason), and you may create new animals. Just remember that these animals must be able
to survive in this habitat. For example, a polar bear could not survive in a desert or
tropical habitat.

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Checklist
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Chec
k

Student
Name

Task
Brainstorm in groups and respond to opening question: What
are some things you can do each day to help conserve the
environment?
Response to above question in either written, picture, drawing,
or PowerPoint form.
Choose one goal
Divided goal into 4 gradual stages
Reflection about stage 1 goal after week 1.
Reflection about stage 2 goal after week 2.
Reflection about stage 3 goal after week 3.
Reflection about stage 4 goal after week 4.
Final Reflection of overall results: was the goal too big or
small?
Final Reflection of overall results: What would you do
differently next time?

!21
The Need to Protect its Environment and Animals

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Miss McCorriston
Date: Lesson #5
Topic: Sable Island Habitat and Animal Loss
Grade: 4
Length of time: 1 hour

This lesson could easily extend into another science class. The time is set for 1
hour, but if there is the possibility for many science classes during the week, it
would turn into two separate lessons.

Curriculum Outcomes:
NB Curriculum Outcomes -
Science:
Students will be expected to

- Predict how the removal of a plant or animal population affects the rest of the community (301-1)

relate habitat loss to the endangerment or extinction of plants and animals (301-2)

NGSS Standards
Make a claim about the merit of a solution to a problem caused when the environment
changes and the types of plants and animals that live there may change (3-LS4-4)

NB Curriculum Outcomes
Language Arts:
GCO: Students will be able to create texts collaboratively and independently, using a
variety of forms for a range of audiences and purposes
SCO: demonstrate some awareness of purpose and audience
- make choices about form for a specific purpose/audience

Learning Objective:
Students will understand that organisms are interdependent of one another. Students will
learn which organisms are important to whom on Sable Island, and will be able to explain
the effects of their loss.

Childrens Misconceptions and Prior Knowledge:

By this point, students will know about some of the major animals on Sable Island, as
well as the plants that grow there. Students may not realize that species extinction is still
harmful to our worldthey may believe the idea that since species have always been
going extinct, we do not need to worry about continued extinction. Students may also not
realize how losing a species affects humans.

!22

Differentiation Strategies:
Students will be working in groups, and have the option to work in pairs when writing
letters. There are kinesthetic elements in this lesson that will support these types of
learners, as well as writing and reading components. All instructions will be placed on the
SMART Board for students to view. Students have the option to work in pairs, and this
will support those students who have dyslexia and dygraphia. These students also have
the option to work on the computers. They can type up their letters on a Word program,
and use the text-to-speech option on the computer if they so wish. They also have the
option to focus more on the drawing itself and write a shorter letter.

Materials:
- Food web stories (see Appendix A)
- Ball of yarn
- Name tags and clips for each group
- SMART Board (see Appendix B)
- Chart paper and markers
- Sable Island The Wandering Sandbar by Wendy Kitts
- Letter templates (see Appendix C)

Teacher and Student Procedures:

Lesson
Component

Teachers Procedures

Students Procedures

!23
Engagement
(10 minutes)

Divide the students into four

groups. The groups are the
following:
1) Marram Grass
2) Horses
3) Dung Beetles
4) Birds
Each student will have a
nametag clip
Tell students to form a circle.
Each section should be
standing beside each other
Explain that each organism in
a habitat plays an important
role, and this is particularly
true on Sable Island.
Begin by reading a story (see
Appendix A) to the students.
As each group is mentioned
in the story, they should be
given a piece of string
Ask the students what they
think this web represents
Ask the students what they
think would happen if one
organism was no longer on
the island. As groups drop
their strings one by one, ask
students which organism they
feel would be affected by that
specific organisms loss

Students will form a

circle and will divide
into four groups
Students will listen to
the story being told
Students will either
pick up or drop their
string when it is their
turn
Students will ask
questions and discuss
what is being explored
through this activity

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Exploration
(15 minutes)

Ask students:
Why are the horses important
to the environment?
Why is it important that we
protect Sable Island?
Teacher will write responses
on SMART Board
Explain to students that the
horses were at risk in 1959.
Share story by reading pages
45 53 in Sable Island The
Wandering Sandbar
Have childrens letters on a
SMART Board file

Students are
responding to why
horses are important
Listening to the story
and asking questions
about what they are
learning

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Explanation
and
Elaboration
(35 minutes)

Tell students that they will be

writing their own letter to
current Prime Minster,
Stephen Harper. They will
choose an animal that they
feel is important to keep safe,
and explain why it is
important to the environment
(how it would affect the
habitat if taken away)
Students have the option to
work independently or with a
partner
Help students brainstorm
potential animals on separate
chart paper (that way the
instructions can remain on the
SMART Board)
On the same chart paper,
brainstorm how to format a
letter:
- letter is short and polite
- explain who you are
- tell person or organization
what you would like to
happen
- express thanks
Explore rubric with students
(see Appendix D) and see if
they have any suggestions or
concerns
Towards the end of the class,
bring students to group time
so they can share their letters
with one another
* If time, allow students to
work on their final projects.

Students will be
brainstorming animals
they would like to
write about
Students will be
writing letters to Prime
Minister, Stephen
Harper
Students will share
their letters with one
another

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Evaluation

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Teacher will carefully observe

students answers during each
activity
After the class is finished,
teacher will collect all
students letters

Students will finish

their persuasion letters

At the end of this lesson,

inform students that they will
have the opportunity to work
on their final projects for the
next few Science classes.
Each student would have
already received a copy of the
rubric that they and the
teacher co-constructed at the
beginning of the unit. The
following week, they will be
presenting their work to the
class.

References

Leveille, Michael. (2012, July 19). 6 misconceptions about biological diversity and
extinction [Web log post]. Retrieved from http://biodiversityyouth.blogspot.ca/
2012/07/6-misconceptions-about-biological.html

New Brunswick Department of Education and Early Childhood Development. (2002).

Atlantic Canada science curriculum: Grade 4. Retrieved from http://www.gnb.ca/
0000/publications/curric/grade4science.pdf

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Appendix A
Building the Web
The sun shines on the Earth, giving the plants energy. On Sable Island, sun helps the
Marram Grass grow. This Marram Grass then becomes food for the 200 to 400 horses
that live there. The horse droppings are wonderful for the beetles that live underground.
However, as the years pass by, the horses eventually grow old and die. The birds feast on
the remains that stay on the island.

Losing the Web

Unfortunately, the climate begins to change. Littering and freezing temperatures ruin the
Marram Grass that is there. The horses, with no food to eat, die on the island. The beetles,
then, with no support for their homes, wither away as well. The birds try to eat the
remains of the horses, but they are covered with plastic that has blown onto the island.
This plastic is dangerous for the birds as it remains trapped in their digestive system.
Unfortunately, after eating too much plastic, they too pass on.

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Appendix B

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Appendix C
Lets Write to Protect our Animals!
Dear Stephen Harper,
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________

Sincerely,

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(On reverse side of page)

A picture of my chosen animal within its habitat

Appendix D

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