Grade Level:  4

Subjects:  Science, Language Arts, Geography

Learner Outcomes:
    The Student will:

• describe the different characteristics of plants and animals which help them to survive in different niches and environments.
• describe the environments and conditions which are needed for the survival of living things.
• research information on arctic animals and follow the writing process to complete a report.
• complete an experiment that will help explain why arctic animals survive the harsh environment.

Duration of Lesson:  3 days

Materials:
    Ecosystem Matrix
    Read aloud book:  Magic School Bus In The Arctic
    Tundra Worksheet
    Paper for Computer lab to print report and illustrations
    Three zip lock baggies for each group of students
    Ice Water
    12-15 cotton balls for each group of students
    1 cup of shortening for each group of students

Technology Tools/Courseware:
    Computer Lab with Internet Accessability
    Word processing software

Teacher Notes:  You may want to download Creative Writer as your publishing software.  This is a free download from Microsoft.

Procedures:

  Day One
        1.  Review the other biomes studied using the ecosystem matrix.
        Introduce the new biome, the tundra.  Discuss with students
        what they already know about the tundra or arctic.
        2.  Read The Magic School Bus In The Tundra to the students.
        3.  Take students to the computer lab and complete the
        worksheet on the Tundra.   Students will also need to complete
        the ecosystem matrix for the Tundra

       Day Two
         1.  Begin a discussion about the types of animals that live in the tundra.  Ask each
        student to choose an animal of the tundra to investigate, using references from the
        library, in the classroom, and using computer software and/or online references.  Tell
        students that once their rough draft of this report is completed, they may use the
        available word processing software to create a final report.  Information to be
        included in this report should be the name of the animal, its physical appearance, what
        the animal eats, and special adaptations this animal has in order to exist in the tundra.  A
        student and teacher evaluation for this activity can be copied from a rubric.
        2.  Using Microsoft Word, Ultimate Creativity and Writing Center, or Creative Writer
        Center, or another word processing software, students type report and use the
        drawing program to illustrate their animal.
        3.  Display final reports on bulletin board.

       Day Three
        1.  Review the characteristics of the Tundra.  Lead a discussion with the students about
        their discoveries (from yesterday's animal reports) of the types of animals that survive
        in the Tundra.  Discuss what is special about these animals that allow them to survive.
        2.  Lead the students in an experiment that will show students
        how these animals survive.

Modifications:  Students may choose to write the animal report in pairs.

Enrichment Activities:  Some students may wish to make an "Animals of the Tundra" booklet
as opposed to a short report on just one animal.

Evaluation/Assessment:  Internet lab sheet, animal report using a rubric.

West Virginia Instructional Goals and Objectives
                    Science    4.21, 4.22, 4.25, 4.27, 4.34, 4.35, 4.36, 4.38, 4.5
                    Language Arts   4.23, 4.29, 4.31, 4.36, 4.40, 4.46, 4.49,
                                    4.52, 4.69, 4.70, 4.71, 4.72
                    Study Skills   4.83, 4.85, 4.86, 4.92
                    Computer Technology  4.79, 4.95, 4.98, 4.99, 4.101

National Standards:
     Language Arts:

•  Gathers and uses information for research purposes.
•  Demonstrates competence in the general skills and strategies for reading a variety of information.

• Understands the basic features of the Earth.
• Knows about the diversity and unity that characterize life.
• Understands how species depend on one another and on the environment for survival.

Authors:  Beth Henry
                Kathy Kemper
          Kim Waggy
   &nb>

Transfer interrupted!