Subject: Science and Technology
1. Topic-
Biological Sciences: S3.B.2.1: Identify and describe characteristics of plants and animals that help with their survival.
 
2. Content-
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).
 
3. Goals: Aims/Outcomes-
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
 
4. Objectives-
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.
 
5. Materials and Aids-
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
 
6. Procedures/Methods-

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.
 

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.
 

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.
 

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.
 

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.
 

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.
 

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?
 
7. Evaluation-
1. Complete vocabulary worksheet during lesson
2. Complete station prediction worksheet and review as a class
3. Apply lesson through journal project
 
8. Teacher Reflection-
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.
 

This Lesson Plan is available at (www.teacherjet.com)