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Abbie Neufeld
EDES 365
Middle Years Collaborative Program
University of Alberta
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Course/Class: ​Science Name: ​Abbie Neufeld Date:

November 20

Topic:​ Preserving Wetlands Unit: ​Wetland Ecosystem Grade:​5

A.​ ​Intents/Objectives/Purpose
Program of Studies:
General Learner Expectations
Students will​:
5–1 Design and carry out an investigation, using procedures that provide a fair test
of the question being investigated.

5–2 Recognize the importance of accuracy in observation and measurement; and,

with guidance, apply suitable methods to record, compile, interpret and evaluate
observations and measurements.

5–3 Design and carry out an investigation of a practical problem, and develop a
possible solution.
Note​: ​The problem will involve construction of a mechanical device with electrical
components.

5–4 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways.

Specific Learner Expectations

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Students will​:

Focus

● ask questions that lead to exploration and investigation

● identify one or more possible answers to questions by stating a prediction or a
hypothesis

Explore and Investigate

● identify one or more ways of finding answers to given questions

● plan, with guidance, and carry out procedures that comprise a fair test
● identify variables that need to be held constant to ensure a fair test
● select appropriate materials and identify how they will be used
● work individually or cooperatively in planning and carrying out procedures
● identify sources of information and ideas and access information and ideas from
those sources. Sources may include library, classroom, community and
computer-based resources

Students will show growth in acquiring and applying the following traits:​

● curiosity
● confidence in personal ability to learn and develop problem-solving skills
● inventiveness and open-mindedness
● perseverance in the search for understandings and for solutions to problems
● flexibility in considering new ideas
● critical-mindedness in examining evidence and determining what the evidence
means
● a willingness to use evidence as the basis for their conclusions and actions
● a willingness to work with others in shared activities and in sharing of experiences

● appreciation of the benefits gained from shared effort and cooperation

● a sense of personal and shared responsibility for actions taken
● respect for living things and environments, and commitment for their care.

General Learner Expectations

Students will​:

5–10 Describe the living and nonliving components of a wetland ecosystem and the
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interactions within and among them.

Specific Learner Expectations

1. Identify individual and group actions that can be taken to preserve and enhance
wetland habitats.

Academic Purpose: The scientific purpose of this lesson is to help students understand
and take action in preserving wetlands. This purpose can apply not only to our main topic,
but other environmentally friendly options as well (e.g., Pick up garbage can be applied to
all types of environments).

Prior knowledge:
1. Why wetlands are useful, different kind of animals and organisms in wetlands,
differences between a wetland and other types of bodies of water
2. The main types of wetlands
3. Understand that difference between living and non-living organisms
4. What adaptations mean and how adaptations affect both animals and plants
5. How to make life cycles of plants and animals
6. Roles of producer, consumer, and decomposer
7. How to make food webs and food chains
8. Will be able to identify animals who breathe oxygen out of and under water
9. Understand how human impact can affect wetlands
Each of this prior knowledge will impact students learning in this lesson by allowing
students to have full knowledge on wetlands. With this knowledge students will be able to
know the importance of wetlands and apply that to their project in this lesson.

C. Teacher Activity B. Student Activity

Administration/Homework 1. Students will walk into the

1. Written on the whiteboard already will
be the students homework for the day
(e.g., any messages or school activities
coming up)
2. Look over students agendas to check if
their parents have signed it or not from
classroom and will sit down in
the designated desk groups and
write in their agendas
2. Students will show teacher that
they filled out the agenda, will
get it signed, then take it to their
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the previous day locker to be taken home later that

a. Teacher: Initial that you have
looked at the agenda and the
students has wrote the correct
information
3. Go over attendance (Powerschool)
4. Open up ​Google Slides​ to begin lesson
day
3. Once students arrive back into the
classroom have them sit in their
desks to begin slideshow

(Approx. time 5 min)

1. ​ ook:​ To begin lesson have students

H 1. Students will fill out introduction
watch the video on Slide 2 of the slide card for the video and write down
show 3 things that they thought was
a. Before you start the video, interesting/learned
hand out introduction cards Student material:
(labelled “Video Time”) to - Introduction card
allow students to write - Pencil/pen
interesting facts about the video
and help them create ideas for
their project (will be introduced
later)
i. Introduction cards will
be formative assessment
b. Video discusses why wetlands
are so important for both
people and waterbirds, also
identifies the critical network
of wetlands that are
increasingly vulnerable to a
changing climate and
unsustainable activities
(Approx.time 2 min) 1. Collaboration with group
2. Round Robin Activity (Slide 3): Once members, gather ideas from one
video is done have students discuss another
ideas around the following questions: Student material
a. What are some ways that - Listening ears, no need to write
humans impact wetlands down their peers discussions
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b. How can we help preserve

wetlands
i. The activity allows
students to discuss
within their groups and
take turns responding
orally. Only one student
from each group should
be talking at a time, the
others listening and
providing feedback
once student is done
talking.
3. Collect introduction slips and put them
in folder on top of desk
(Approx time. 5-7 min)

1. (Student directed)Once Round Robin ​Students will be sitting in their groups

is done, introduce project (Slide 4)
a. Students will be building their
own brochure using the site
Canva
b. Students will not be building
their brochure yet, but instead
finding research to put on their
brochure
2. (Slide 5) Show Students exemplars of
what their final project will look like
a. Sites that helped create
exemplar
b. Conservation of Wetlands
c. Eco Warriors
3. (Slide 6)
a. Go over each point to allow 1. Students will research facts about
students to know what they are the Red Deer wetland they have
going to be summatively chosen to make the brochure on
assessed on (brochure) using the Wetland Fact
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4. (Slide 7) Students will be Worksheet

“environmentalists” and have the job Student Material
opportunity to help protect one of Red - Computer
Deer’s wetland communities - Fact worksheet
a. Michael O’Brien Wetland - pencil/pen
b. Waskasoo Park
c. Kerry Wood Nature Centre
5. Hand out computers (Get 3 volunteers
to help you hand out computers)
6. (Slide 8) Allow students to spend
(approx. 10-15 min) researching facts
about their wetlands! These facts can
be put on their brochure later
a. Hand out Wetland Fact sheet so
that students will have the
opportunity to remember their
facts
b. Once done writing their facts,
have students start to research
the main topics for the brochure

1. Once students have their five main ​ tudents will continue to research for
S
facts about their wetland have them their project
research the topics: Student Materials
a. How can human help save - Computer
wetlands? - Fact Worksheet
b. Why are wetlands important - pen/pencil
c. Images that follow wetland
theme
2. Use the same Fact Worksheet from
before

Once done writing their facts, have students

put their worksheet in their binder

(Approx. time 20 min)

End of Day 1. Students will fill out exit card

Exit Cards
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1. Hand out Exit Cards (will be on top of 2. Once exit card is done, have
desk) students start to put there stuff
2. For the least five minutes of class have away
students fill out their exit card with the 3. Students will line up at the door
information of before bell rings
a. What did they learn
b. What did they like
c. Any questions they may have
3. Collect exit cards for formative assessment
- Will be helpful for teacher coming in
the next lesson to see where students
are at

D. Teacher Support
Here is a great website that goes through multiple activities on how students can learn about the
environment:
● https://www.epa.gov/students/games-quizzes-and-videos-about-environment
○ Habitats game strictly goes through a wetland habitat (marsh)
Additional Attachment activities include:
● What would be the consequences if wetlands were completely destroyed?
○ How would this impact animals/organisms/plants
○ How would this affect humans?
● If students complete their brochure they can explore the website above to learn more
about not only the wetland environment, but other environments as well
For students who are struggling have students limit themselves to find one fact about their
wetland. If they are struggling with the use of technology have a buddy help them or give them
the option to use a thesaurus dictionary!
*If students misbehave with their technology you have the right to take away their computer and
ensure they use a dictionary/thesaurus instead. *
Student Material
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Five Facts about the Wetland How can I help save the Why are wetlands Important?
I have chosen: Wetlands?

Justification
Throughout this lesson, Nature of Science is a continuous topic addressed through the
main topic that “scientists use many methods to explore the natural world” (Gustafson &
MacDonald, 2013, p.26). Why preserving wetlands follows the Nature of Science repeatedly is
through the concept that the environment is always going to be there and what are the steps that
we has a society can do to help preserve our environment. This specific lesson follows one of the
modelling methods because it “multiple models of real world phenomena” (2013, p.26). The
students have the opportunity to model their learning through their research, exit or introduction
cards and their final learning showcased in a brochure to bring awareness about wetlands.

According to the Alberta Program of Studies, one of the main philosophies that is
mandated that students should know or learn is scientific inquiry. Learning about individual and
groups ways that can help impact wetlands encompasses scientific inquiry because “inquiry is
the process of finding answers to questions.The skills of science inquiry include asking
questions, proposing ideas, observing, experimenting, and interpreting the evidence that is
gathers” (Alberta Education, 1996, p.3). This lesson enhances students understanding because it
encompases the majority of methods that are scietific inquiry. Students have the opportunity to
ask questions such as, why are wetlands important? Another method that also is incorporated is
interpreting the evidence that is gathered. This method is prevalent in this lesson because the
students have the chance to find their own research, build upon their own knowledge and have
responsibility of their own learning.

Another aspect that should be taken into account when assessing this lesson is that
according to ​What is the Nature of Science, ​science should have no limits. This lesson explores
that idea in that there are multiple answers, experiences, experiments, knowledge, and effective
resources that influence how wetlands can be preserved. While there may be known facts about
how we can protect our environment, “scientific knowledge accumulates over time to give us an
increasingly better understanding of the natural world” (Find out information). Having credible
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information for students to understand that is helpful to the environment can impact their
learning in a positive way. For students to understand why taking care of the environment is
important is a hude lesson that cannot be taught in one lesson, instead students are continuously
building up their knowledge and will one day apply their knowledge into the real world.

Although this lesson is a great way to stimulate student learning in preserving wetlands
and has concept based knowledge around the idea of Nature of Science there are some
weaknesses. The weakness is that the brochure limits the amount of information or research they
can put on. One aspect I have noticed with younger students especially is that they struggle to
limit the amount of information they think is important. Students may struggle to only put down
the important information. Going along this weakness, I do believe that students should be
taught how to use their computers responsibly and effectively. I would have a lesson on teaching
students how to find relevant information and how to properly research authentic resources. Even
with the weaknesses, I still believe that since students are learning with hands-on activities, their
learning will be more impactful because their lesson was real, rich and meaningful.

References

Alberta Education (year). Science Grade 1-2-3-4-5 program of studies. ​Government of Alberta,
Edmonton, AB. Retrieved from ​https://education.alberta.ca/media/159711/elemsci.pdf

Gustafson, J.B., & MacDonald, A.G.D. (2013) ​A conceptual approach to teaching children
about science, technology, and society​. Edmonton: Ripon Publishing

(n.d.). Retrieved from ​http://www.indiana.edu/~ensiweb/nos.html