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Subject: Science and Technology |
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1. Topic-
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Biological Sciences: S3.B.2.1: Identify and describe characteristics
of plants and animals that help with their survival. |
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2. Content-
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S3.B.2.1.1: Identify adaptations of plants and animals that have
helped them to survive. S3.B.2.1.2: Identify and describe plant and
animal characteristics that are necessary for survival. S3.B.2.1.3:
Identify characteristics for plant and animal survival in different
environments (e.g., desert, forest, ocean). |
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3. Goals: Aims/Outcomes-
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1. Students will understand about the different kinds of adaptations
for different animals and how it helps them survive
2. Students will demonstrate different types of animal adaptations
3. Students will create a picture of themselves with different types
of adaptations and describe how they would use them in the wild |
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4. Objectives-
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Students will know the different types of adaptations highlighting
important vocabulary through presentation. Students will successfully
work in small groups at stations to identify specific adaptations
using a worksheet. Students will be able to define what adaptation
means as any change in an animals behavior or physical appearance
that enhances its success in environment. Students will be able to
use their writing, imagination, and science knowledge to create their
Wild Self in their interactive science journal and explain the adaptations
used and their functions. |
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5. Materials and Aids-
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SmartBoard
Guided Power Point Presentation
Adaptation Worksheet
Station One: Busy Beaks - water containers, tweezers, short tongs,
long tongs, pliers, rice, popcorn, sunflower seeds, straws
Station Two: Camouflage - pictures of animals camouflaged
Station Three: As Thick as Skin - Leather, Feathers, Fur Sample, Seashell,
Animal Cards
Science Journals
My Wild Self Drawing Page
Glue or Tape, Pencils, Crayons, Colored Pencils
Animal Adaptation Vocabulary Review Sheet |
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6. Procedures/Methods-
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A. Introduction-
Walk into the classroom wearing camouflage clothing. Ask students
why someone would wear camouflage? After students shout out answers,
and if hiding from someone is mentioned that will go into next question.
Talk about how the students probably can still see me since I am in
a regular classroom, but if I move in front of the SmartBoard that
has a picture of a forest behind me, can they still see me as well?
After students answer this, ask what animals they know use camouflage.
After students answer ask students if they know what that is called?
If students aren't able to answer this will jump into the lesson and
I will say we will now learn about adaptation. |
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B. Development-
Through the introduction I will be modeling and demonstrating what
camouflage is. During the slide show presentation I will be modeling
and explaining about the different adaptations animals undergo to
survive in their specific environments. After presentation I will
direct students on what they are to do at each station and how they
are to complete their worksheet as they go through each station. I
will split the students into four small groups after this directive
and explain that they should be helping one another. After stations
are completed we will discuss the answers each group got. Students
will then be directed on how they should create their Wild Self by
using their science journals and taping the picture into one side
and using one page of their journal to describe their Wild Self. |
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C. Practice-
Students will follow along with the slide show presentation by using
their Animal Adaptation Vocabulary Review Sheet. As the small groups
circulate through each station I will also circulate with them and
help students as they need, especially when a group includes a student
with any learning disabilities. The busy beaks station will have students
demonstrating how different birds have different beaks for getting
food in their environment. The camouflage activity will require students
to find and identify what animal they see camouflaged in the pictures
through a matching activity. The last station will show different
kinds of skins or protection that animals use, students will match
the animals to the type of skin. |
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D. Independent Practice-
The independent practice that will be used is the vocabulary sheets
that the students complete while going through the lesson. The Wild
Self activity will also be completed on their own and will be graded
in their journal. |
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E. Accommodations (Differentiated Instruction)-
I have structured the lesson so that the students are working with
peers and that I will be able to help the students through the stations.
I will accommodate students with assessments as needed by providing
a different way of completing them i.e. for the science journal the
student may be allowed to do an oral report with their drawing of
their Wild Self and for the presentation they may be provided a graphic
organizer or flash cards. |
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F. Checking for understanding-
I will check for understanding by assessing the students after completing
the stations. As a class we will discuss the answers they got on their
worksheets in their small groups. These will also get turned in for
review. The vocabulary sheet students completed while listening to
the presentation will be placed into the students journals. The Wild
Self is a take home activity. Students will be allowed to start these
in class if time allows. Students must use vocabulary terms and describe
the picture they draw of themselves that they have added different
body parts or adaptations and explain where they would live, taping
their picture on one page and writing about it on the page next to
it. Before the next lesson they will share these with the class. This
will then be turned in for assessment. |
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G. Closure-
Review the vocabulary with the students and talk about what the
next lesson will be on which will be talking into more detail about
plant adaptations. Ask how they think plants may adapt to their environment
and if they think it will be similar to animals? |
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7. Evaluation-
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1. Complete vocabulary worksheet during lesson
2. Complete station prediction worksheet and review as a class
3. Apply lesson through journal project |
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8. Teacher Reflection-
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This lesson will be a part of a bigger unit on continuity of life,
so students will at the end of the unit complete a unit assessment
of multiple choice, fill in, and matching on plant and animal adaptations,
habitats, and inherited characteristics. Plant adaptations and inherited
characteristics will be covered in the following lessons from this
lesson. |
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