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Adaptations

1. The document outlines a two-day science lesson for 4th grade students about animal adaptations. 2. On the first day, students will learn about adaptations of Michigan animals through a PowerPoint and by visiting stations to observe examples. They will identify adaptations that help each animal survive. 3. On the second day, students will review what they learned and then create their own imaginary animal adapted to a chosen environment, describing its traits, diet, and drawing a picture. Their worksheet identifying real animal adaptations will be assessed.

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0% found this document useful (0 votes)
260 views2 pages

Adaptations

1. The document outlines a two-day science lesson for 4th grade students about animal adaptations. 2. On the first day, students will learn about adaptations of Michigan animals through a PowerPoint and by visiting stations to observe examples. They will identify adaptations that help each animal survive. 3. On the second day, students will review what they learned and then create their own imaginary animal adapted to a chosen environment, describing its traits, diet, and drawing a picture. Their worksheet identifying real animal adaptations will be assessed.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Ashley Thorson

Curriculum/Course: Science
Extension Activity:

Date: 09/25/2016
Grade level: Fourth Grade
Materials: Computer with projector, worksheets, two
Time/Period:
one
hundred
minutes
over
a
two
day
each
of thetoMichigan
sheets (8.5x14),
Students can draw the habitat around their animals that of
they
created
reflect theanimal
environment.
They can also
period. on to design a predator, or prey for the animal writing
utensils,
plain
whitehas
paper,
animal
creationlevel
continue
they created.
If the
student
a higher
readiness
sheets,
coloring
utensils.
for this topic area then he or she could pick out another animal related to one of the poster animals given that
Standards:
lives
in a different habitat and create a venn diagram to compare and contrast their adaptations.
4-LS1-1.: Construct an argument that animals have internal and external structures that function to support
survival, growth, behavior, and reproduction.
CCSS.ELA-LITERACY.W.4.1.B: Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles.
ART.VA.I.5.4: Participate in the process and delivery of a final product for exhibition or presentation.
Objectives (I can statements):
- I can properly participate in discussions by keeping my eye on the speaker, and raising my hand when I
wish to speak.
- I can create a piece of artwork and present it to the class
- I can explain the reasoning behind the traits I chose for my animals adaptations.
- I can create an argument to support why animal may have a certain trait to help it survive in its
environment.
Students will look at different plants and animals throughout Michigan, (focusing on adaptations). How are the
organisms adapted to their environment? Students will then grouped and given an organism for them to point
out the adaptations and construct an argument how those adaptations ensure its survival.
Introduction/Hook:
Students will be asked to imagine that they are going on a trip to Alaska. What clothes would they bring? What
if they went to Egypt? What did they do each time they packed? They packed clothes that would allow them to
adapt to environment of those locations. Animals can do this too, but not with clothes. They have to change
their physical features or their traits.
Steps in the lesson:
1. Hook. (five minutes)
2. Go over PowerPoint. On each slide explain one picture on how the animal has a special adaptation for
the category its in. Have the class identify the rest. (fifteen minutes)
3. Students will then be broken up into pairs. They will be given a worksheet and expected to go around
the room to each animal station. At each animal station there will be two copies of one of the Michigan
animals for them to look at. They are to decide what adaptations each animal has that helps it survive.
The instructor will signal when to transition between stations. (thirty minutes)
4. Come back in as a class and discuss each animal. (ten minutes)
Day Two
5. Briefly review previous day (five minutes)
6. Closure (forty minutes)
Closure Activity/Wrap up:
Students will be given the opportunity to create their own animal. They will be given the choice of the
environment they wish to use and then create an animal that could survive in that environment. They will get
to name it, decide what it eats, and draw it out.
Assessment (Formative)
Their worksheet will serve as an exit ticket. Students are expected to write down at least two traits for each
animal that will help it survive.

Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student / Group:
Auditory learners will benefit from the lecture during the PowerPoint, as well as the discussion. Visual learners
will benefit from the pictures in the PowerPoint, as well as the posters. Kinesthetic learners will benefit from
moving from station to station, as well as drawing out their animal. As far as product each student will create a
different animal with different adaptations that will most likely be based off of what the students interests
were. The students will be in mixed readiness groups to help scaffold each other.
Accommodation/Modification:
One student has ADHD, and has difficulties staying still for extended periods of time so he will have a small
semi-soft ball to fiddle with. He will be in the quietest portion of the room. The teacher will provide silent
reminders to help ensure the student stays on task.
Another student has slight issues with her vision and therefore will be placed closer to the board, as well as the
teacher during group. She will also be provided with materials printed off in larger print. She will sit in the
location of the classroom that has the most natural light to help with glares. Lastly she will be able to bring up
the animal adaptation posters on an iPad so she can control the lighting, as well as zoom in and out as needed.
Looking at the pictures on the ipod will also ensure that she can see them in a better resolution then the ones
that were printed off.
This science lesson touches on art as well because the students are required to create their own animal. It also
touches on language arts because it involves writing down observations and discussion. If a student completes the
extension activity then it will touch on math as well due to the fact that he/she will be completing a venn diagram.

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