Summer Lesson Plan #1: Grade 4 to 7 (Amazing Invertebrates of BC)

STATUS:Open

Description

This lesson encourages students to explore the diversity of marine invertebrates found on the BC Coast. Students will become more familiar with our local invertebrates, begin to identify their form and function, compare and contrast between different species, and begin to connect specific inverterbrates with their geographic habitat.

 

Students Will Be Able To:

[1] identify and describe select BC marine invertebrates  

[2] compare and contrast local BC invertebrates

[3] locate invertebrate habitats on a BC coast map


Photo shared to social media should use the tags #OceanWise and #OceanWiseEducation. We love to see what the students discover in the galleries, so be sure to share your adventure with us.


Task

1) Exploring the Treasures of the BC Coast Gallery (10 – 15 min).

 In pairs, have students explore the gallery, looking carefully at the exhibits. Instruct students to pay attention to the animal facts and maps associated with each exhibit.

 

2) Class Re-group (10 min). In a pre-arranged meeting spot, discuss students’ reactions to the galleries.

  • What did they see?

  • What geographic locations did they explore?

  • What is the most surprising “treasure” found here in BC?

Create student groups of 3 or 4. Distribute activity sheets and provide students with instructions around assignment completion. Explain that students will explore the galleries in groups to help each other complete the assignment.

3) Treasures of the BC Coast Assignment (30-45 min). Using the worksheet, students should look for specific invertebrates and/or specific geographic locations identified in the assignment and fill in the information to the best of their ability. A map is included for use at your discretion; please see “Helpful Information” for suggestions on how to incorporate it. If help is needed or students have questions, direct them to the information and signage associated with each animal exhibit, or to ask Aquarium staff for guidance (they love to help!).

 

4) Class sharing and reflection on-site (10 min). Gather as a class in your pre-arranged meeting location for a whole-class discussion. This is an important time for students to share their ideas with their peers.

Suggested guiding questions include:

·    What was some of the interesting facts you learned?

· Which questions were the hardest to answer?

·         Which geographic location was the most interesting?


Helpful Information:

·         To avoid too many students trying to look at one gallery at the same time, have different groups start at different galleries within the Aquarium. Provide students with clipboards so they have a hard surface on which to write.

·         Starting with exploration time provides a chance for students to tune-in to the theme of the lesson, so you may wish to instruct them to start looking for certain animal characteristics they will encounter through the activity.

·         The map of British Columbia’s coast has been included with the Activity sheet and can be used at your discretion. Here are some suggestions on how you might get your students to use it:

-Label geographic regions represented by the habitats in the Gallery

-Draw a representative specie from each region

·         The map may also serve as an alternative activity to suit the needs of your class and/or individual students who are visual learners or reluctant writers.

REMINDER: All students under the age of 13 must be accompanied by an adult at all times. Ensure students remain in their small groups, accompanied by chaperones at all times.


Learning Objectives


Grade 4

·         All living things sense and respond to their environment (Big Idea)

·         The pursuit of valuable resources have played a key role in changing the land, people, and communities in Canada (Big Idea)

·         The way organisms in ecosystems sense and respond to their environment (Content)

·         Ask questions; gather, interpret and analyze ideas; and communicate findings and decisions (Competencies)

·         Identify simple environmental implications of their and others’ actions (Competencies)

·         Demonstrate curiosity about the natural world (Competencies)

·         Make predictions based on prior knowledge (Competencies)

 

Grade 5

·         Multicellular organisms have adaptations that enable them to survive and interact within their environment (Big Idea)

·         Natural resources continue to shape the economy and identity of different regions of Canada (Big Idea)

·         basic structures and functions of body systems (Content)

·         resources and economic development in different regions of Canada (Content)

·         Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigation (Competencies)

·         Ask questions; gather, interpret and analyze ideas; and communicate findings and decisions (Competencies)

·         Make observations in familiar or unfamiliar contexts (Competencies)

  

Grade 6

·         Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.(Big Ideas)

·         Basic structures of living organisms (Content)

·         Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigation (Competencies)

·         Make observations in familiar or unfamiliar contexts (Competencies)

·         Ask questions; gather, interpret and analyze ideas; and communicate findings and decisions (Competencies)

·         International cooperation and responses to global issues (Content)

 

Grade 7

·         Evolution by natural selection provides an explanation for the diversity and survival of living things (Big Ideas)

·         Survival needs and interactions between organisms and the environment (Content)

·         Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources (Content)

·         Using scientific understandings to identify relationships and draw conclusions (Competencies)

·         Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigation (Competencies)

·         Ask questions; gather, interpret and analyze ideas; and communicate findings and decisions (Competencies)

 


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