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Subject: Living Environment |
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1. Topic-
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| Variations in physical form: adaptations/ lesson |
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2. Content-
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Evolution/ Ecology
Key words:
Adaptation
Niche
Habitat
Ecosystem |
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3. Goals: Aims/Outcomes-
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1.SWBAT use Observations
2.SWBAT form Hypothesis
3.SWBAT explain reasoning behind hypothesis and provide evidence |
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4. Objectives-
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1.Understand the terms: habitat, Niche, Adaptation
2. Provide an example of an adaptation an animal might have for it's
environment
3.SWBAT understand the linkage between an organisms habitat and niche
and its morphological characteristics |
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5. Materials and Aids-
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PowerPoint with images
Handout |
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6. Procedures/Methods-
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A. Introduction-
1.Describe key terms
2.Provide an example of an adaptation
3.Have students come up with other examples of adaptations in different
ecosystems |
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B. Development-
1.Ask students to think of different habitats in which fish could
live and what adaptations they may have to each of these places. Write
ideas on board.
2. Introduce PowerPoint and handout worksheet.
3.Focus on a particular fish and go through the process of matching
its adaptations with a potential habitat |
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C. Practice-
1.Place students into groups and assign each group one fish to analyze.
2.Have them come up with a hypothesis for which type of environment
their fish lives in
3.Ask them to write down evidence that suggest the fish is adapted
for that environment. |
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D. Independent Practice-
| 1.Students will be given homework with other animal adaptations
and they will need to come up with ideas as to how those adaptations
assist the animal in it's environment. |
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E. Accommodations (Differentiated Instruction)-
1.Students will be placed into mixed-ability groups so the more
advanced students can scaffold less adept students
2.Teacher will walk around room to ensure everyone is being included
3.Workflow cards will be provided so students know what the major
deliverables that are expected from the group session are. |
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F. Checking for understanding-
1. Groups will report to the rest of the class what their hypothesis
is, and what evidence they have to back it up
2.Teacher will facilitate discussion on whether or not the students
agree with one another hypotheses
3. Teacher will assist students in developing alternate hypotheses
for any adaptation that was missed or analyzed incorrectly |
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G. Closure-
1.Learners will turn in their individual worksheets
2.We will revisit the key ideas of adaptation, niche, and habitat
and go over the worksheets. |
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7. Evaluation-
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1.Students are actively engaged and thinking about how certain attributes
could be adaptive in certain conditions
2.Students are active participants in the discussion, and hand in
their completed worksheets. |
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