Scienceunitbcrainforest
Scienceunitbcrainforest
Scienceunitbcrainforest
Presented to
Dr. Shaunda Wood
Elementary Science Methods
Bachelor of Education
St. Thomas University
23 February 2015
Table of Contents
Unit Overview
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
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]
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.
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 Strategy
Assessment Tool
Checklists
Group Lesson
Individual Essay
Checklist
Expected
Outcome
Assessment or
Evaluation
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.
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.
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.
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.
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.
Differentiated Instruction
Tiers
10
11
Collection of Lessons
Lesson #1
Grade & Unit
NB Curriculum
Outcomes
Lesson Objective
Integration
Materials
Science Center:
Bulletin board (pre-assembled)
Modeling clay
Markers, Pencil Crayons, Crayons
Construction paper
Scissors
12
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
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
References
15
Lesson # 2
Grade & Unit
NGSS Standards
ESS2.E: Biogeology
Living things affect the physical characteristics of their
regions. (4-ESS2-1)
NB Curriculum
Outcomes
Lesson Objective
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
Engagement
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
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
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
Differentiation
Reflection
20
21
LESSON # 3
Grade & Unit
Plantation
(2 Classes)
NB Curriculum
Outcomes
Lesson Objective
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:
GCO 5: Students will be expected to examine the relationship among
the arts, societies, and environments (comparison of the plant
structures, colours, and textures, of the GBR and in NB)
Materials
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)
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)
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
Reflection
24
25
LESSON # 4
Grade & Unit
NGSS Standards
NB Curriculum
Outcomes
26
Lesson Objective
Integration
Materials
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
Elaboration
Evaluation
Differentiation
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
References
29
LESSON # 5
Grade & Unit
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
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:
302-2 understand animals survival in habitats
300-2 understand how plants survive
Inquiry:
204-1 prose questions
204-2 make predictions
204-3 find answers
206-2 making charts
207-2 understand material through groups
STSE:
108-3 understand personal actions on habitats
Lesson Objective
30
Integration
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
References
34
LESSON # 6
Grade & Unit
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
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.
SCOs
Knowledge
301-1 predict how removal of plants or animals would affect the
habitat
301-2 relate loss to extinction
302-3 classify animals by food chain
STSE:
104-6 understand terminology
108-3 understand personal actions on habitats
Lesson Objective
Integration
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
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
Reflection
37
38
Reflection
Reflection on the Unit Plan
Is each intended outcome or expectation supported by
a suitable teaching or learning strategy?
39
40
Appendix A
WORD SCRAMBLE
Name _______________________________
Date: _______________________
1.
TGRAE ABRE
OREITARNSF
2.
TSIIRP RBAE
3.
SNALOM
4.
IWDL FOWL
5.
YLIZZRG AEBR
6.
OOWD CDUK
7.
8.
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
45
Appendix E
KWL Chart:
Great Bear Rainforest
Name: ______________________________________
What I 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
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
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:
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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
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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?
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