Intro Activity

Logistics: 30 min Lesson

Curriculum Science
outcome: 5.10.2. Understand that a wetland ecosystem involves interactions between
(copy directly living and nonliving things, both in and around the water.
from Program of 5.10.5. Understand and appreciate that all animals and plants, not just the
large ones, have an important role in a wetland community.
Studies)
Language Arts
Indicate strand,
1.1.3 Use own experiences as a basis for exploring and expressing opinions
number, etc. and understanding
1.2.1 Seek the viewpoints of others to build on personal responses and
understanding
2.1.1 Describe ways that personal experiences and prior knowledge
contribute to understanding new ideas and information
3.3.2 Organize ideas and information to emphasize key points for the
audience

Lesson Students will be able to:

objective(s): Have a clear understanding about Ducks Unlimited Canada
(Students will be Generate ideas and questions about the topic
able to.)

Context: This lesson will be the introductory activity to our integrated unit that pulls
(1-2 sentences of together, science and language arts seamlessly. This lesson will introduce the
where this lesson issue that will be discussed and focused on throughout the duration of the unit
fits into the unit) (5weeks). This lesson may carry into the next teaching day depending on time.

Resources: https://www.youtube.com/watch?v=cWQ1ucOSvwY
(include links, http://www.ducks.ca/?gclid=CJj47LLJ6NECFYm2wAodZT4CXg
textbooks, Sticky notes
materials)

Considerations:
Learning styles Visual - youtube video
& Multiple Linguistic - writing
intelligences: Intrapersonal - independent work
Interpersonal - discuss letter ideas with classmates
Nature - topic
 Use of Smartboard for youtube video

technology: Display Ducks Unlimited website during discussion

Engaging Brainstorming & Discussion

instruction: Problem-Based Instruction
Tate / CL / Role playing
Technology
Visuals
Writing

Assessment: There will will be 2 forms of formative assessment during this lesson:
(How will you 1. KWL Chart
collect evidence 2. Exit Card - pick an animal
of learning?)

Introduction Notes
(Include anticipatory set, sharing of lesson objectives, etc.) Reminders
Timeline

Students will enter the room and notice the teacher will be 15 mins
dressed as the President of Ducks Unlimited Canada and
propose an opportunity to the students
Watch video on Ducks Unlimited Canada to introduce the issue
https://www.youtube.com/watch?v=cWQ1ucOSvwY
Grade 5s, We at Ducks Unlimited Canada (an organization
who aims to protect and restore wetlands in Canada) need your
help to bring awareness to our community and become
advocates for our wetlands and the species that live there. We
need more people on our team but will only select top quality
applicants
Introduce essential question for the unit - How can we use the
past to guide our actions for the future?
Students will be encouraged to ask the President questions about
the organization that will help them during the activity
Show students word wall and take a suggestion for the first word
to be added to the wall (students will write this word down in
their own dictionary along with others throughout the unit).
Activities
(Step by step - what is going to happen during the lesson?)

Students will work in small groups, pairs, or individually to 7 mins

brainstorm ideas for their letter to the President of Ducks
Unlimited Canada
Students will generate questions (on sticky notes) they have
about the essential question How can we use the past to guide
our actions for the future?
These questions will be added to a KWL chart that will be on the 5 mins
board
This KWL chart will be displayed somewhere in the classroom
throughout the duration of the unit and the teacher will address it
at the end of every lesson

Conclusion
(How will you revisit the main ideas of the lesson, check for
understanding, assess learning, etc?

Exit Card - What animal would you be upset to know is 3 mins

threatened of becoming extinct? Why?