Name: Gillian Harries Cohort: C1

Lesson Plan
Lesson Title: Oh Deer! Grade: 4 Date:
Subject/Strand: Science and Phys Ed Unit: Habitats and Communities Location: Field Times: 50 Minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson is part of a cross-curricular unit on Habitats and Communities. In this lesson students will actively participate in a
simulation game (played indoors or outdoors) where they will have the opportunity to review the components which a habitat
provides for animals (food, water, air, space, and shelter), and to see how the availability of all of these needs impacts population
dynamics.
Enduring Understandings for science include a) that plants and animals are interdependent and are adapted to meet their needs from
the resources available in their particular habitats, and b) that changes to habitats (whether caused by natural or human means) can
affect plants and animals and the relationships between them. Enduring Understanding for Phys Ed includes demonstrating personal
and interpersonal skills and the use of critical and creative thinking processes, in this case while playing an active game.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)
Science
Understanding Life Systems: Habitats and Communities
3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them

Health and Physical Education:

Strand A. Active Living
A1. Participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that
encourage lifelong participation in physical activity

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Science
3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life

Phys Ed
A1.1 actively participate in a wide variety of program activities, according to their capabilities, while applying behaviours that enhance
their readiness and ability to take part
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will review the components that a habitat provides.
Today I will participate in a game and contribute to the discussion after the game.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can state and understand what a habitat is, and what it provides.
I can participate in the game to the best of my ability.
I can contribute my ideas in the group discussion to the best of my ability.

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do Students will actively participate in a simulation Observation and anecdotal notes

 game, and participate in a discussion following regarding students’ participation, and
the game. contribution to discussion.
Checklist for recording students’ ability to
follow the rules of the game to show an
understanding of the concept of habitats

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have learned about what sorts of things make up a habitat (food, water, space,
shelter, air).
I.E.P. program implications: Accommodations, Modifications

Differentiation: Content, Process, Product, Environment, Assessment

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ X ] collaboration, [ ] initiative, [ X ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Habitat
Carrying Capacity
Hunting
Disease
Invasive Species
Deforestation
Population
Community
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

- 4 pylons
- Small portable chalkboard
- Chalk and eraser
- Chart Paper with LG and SC listed (posted in classroom)

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10 minutes (Indicate time breakdown of instructional elements)

- Educator leads outdoor discussion reviewing what - Participate in class discussion about the various
things must be present for something/somewhere to components of habitats
be considered a habitat (food, water, shelter, space, - Listen quietly while others are speaking
air)
- Ask students to relate their own habitat to that of an
animal (e.g. “We typically get our food from a grocery
store, where would a ______ get theirs?”; “Someone
mentioned that our shelter is in the form of a house, or
sometimes other buildings… what might shelter look
like for a squirrel? How about a bear?”)

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 30 minutes(Indicate time breakdown of instructional elements)

Explain the rules of the game Oh Deer!

- Each round of the game, students act as either a deer - Listen to educator’s explanation of the game
seeking out a specific component of its habitat (food, - Participate actively to the best of their ability (take a
water shelter, space, air), or as one of the habitat break from running if needed, but join back in when able
components themselves. The deer must run across the to)
playing field and collect one person representing the - Follow the rules of the game
component that they chose to seek for that round (a
deer who was seeking water could not collect a person
representing food, because that is not what they are in
need of at that time). If a deer is able to collect what
they need, they bring that person back to their side of
the playing field, and that person becomes another
deer for the next round (representing a stable habitat,
and reproduction). If a deer is unable to find what they
were looking for, they “die”, and become a habitat
component for the next round
- Approximately 15 rounds are played
- Students may be tempted to cheat and only bring back
their friends to the deer side each round, however,
students will be evaluated on their understanding of
habitat concepts by their ability to follow the rules of
the game

As the game is being played, the educator keeps track of the

numbers of deer and components each round, recording them
on a graph.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 10 minutes (Indicate time breakdown of instructional elements)

- Regroup after the game, and ask students if they - Participate in group discussion about what the game
noticed anything interesting about the number of deer represented, and how habitats can be affected by natural
vs. number of habitat components available throughout and human factors
the various rounds - Listen to other student’s contributions
- Show students the chalkboard with the graph, including
the approximate game statistics; ask them to try to
interpret the graph (population peaks and troughs
based on a variety of factors)
- Lead students in a discussion about what sorts of things
could have an impact on the availability of habitat
components in any given place (ie. drought, flooding,
deforestation, tree-planting, development, hunting,
predation, invasive species, wildlife conservation
efforts, etc.)

Extension Activities/Next Steps (where will this lesson lead to next)

Students will create a short video to share with the rest of the school, explaining what components are necessary for a habitat, and
why their school is a good habitat for young learners (access to food, water, shelter, space, and air) - breakfast program, water
fountains, buildings/portables, hallways and playground, and air to breathe.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?

Grade 4: Understanding Life Systems: Habitats and Communities
Science Specific Expectation
3.1 demonstrate an
understanding of habitats as
areas that provide plants and
animals with the necessities
of life
1.1 analyse the positive and
negative impacts of human
interactions with natural
habitats and communities,
taking different perspectives
into account, and evaluate
Science Unit Plan
Other Curriculum Strand Lesson Description
Expectation
Health and Physical Students will participate in a game (played
Education: indoors or outdoors) called Oh Deer! Each
round of the game, students act as either a
A1.1 actively participate deer seeking out a specific component of
in a wide variety of its habitat (food, water shelter, space), or
program activities, as one of the habitat components
according to their themselves. The deer must run across the
capabilities, while playing field and collect one of the
applying behaviours that resource that they chose to seek for that
enhance their readiness round (a deer who was seeking water
and ability to take part could not collect a person representing
food, because that is not what they are in
need of at that time). If a deer is able to
collect what they need, they bring that
person back to their side of the playing
field, and that person becomes another
deer (representing a stable habitat, and
reproduction). If a deer is unable to find
what they were looking for, they “die”, and
become a habitat component for the next
round. ~15 rounds are played, and the
educator keeps track of the numbers of
deer and components each round,
recording them on a graph. Following the
game, the educator leads a discussion
about what sorts of things could cause an
animal to be unable to find certain
elements of their habitat, how humans
impact habitats, etc, and what we as
humans can do to help.
Social Studies: Students will choose a relevant research
question from a list supplied by the
B2.2 gather and educator (also have the option of creating
organize information their own question). Using a variety of
and data from various resources (books, magazines, newspapers,
sources to investigate and online resources), students will
issues and challenges
ways of minimizing the
negative impacts
1.2 identify reasons for the
depletion or extinction of a
plant or animal species,
evaluate the impacts on the
rest of the natural
community, and propose
possible actions for
preventing such depletions or
extinctions from happening
2.2 build food chains
consisting of different plants
and animals, including
humans
2.5 use appropriate science
and technology vocabulary,
including habitat, population,
community, adaptation, and
food chain, in oral and
written communication
associated with research their topic and produce a list of 5
balancing human facts relating to their research question;
needs/wants and for example “How does the amount of
activities with plastic that we use and throw away affect
environmental animals whose habitat is the ocean?”
stewardship in one or
more of the political
and/or physical regions
of Canada
The Arts: Students will create posters to hang up
around the school, presenting one of their
Visual Arts D1.3 use own proposed possible actions for
elements of design in art preventing depletion or extinction of a
works to communicate chosen plant or animal species.
ideas, messages, and
understandings (e.g.,
create a poster using
colour and cropping of
space to propose a
solution to climate
change)
The Arts: Students will each be assigned a role
within a food chain. Students will then re-
Drama B1.1 engage arrange themselves around the space to
actively in drama create different variations of food chains,
exploration and role while acting as their assigned role (eg. a
play, with a focus on student assigned the role of a snake would
exploring drama “slither” on the ground to get to their
structures, key ideas, space in the food chain)
and pivotal moments in
their own stories from
diverse communities,
times, and places
Language: At the end of the unit on the unit test,
students will answer short and long answer
Writing 3.1 spell familiar questions in which they will demonstrate
words correctly (eg. their ability to spell relevant words learned
words from oral in the unit (such as habitat, population,
vocabulary, or anchor community, adaptation, and food chain)
charts)