Michelle Havener

Day 7
Plant Survival & Adaptation
State Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and
changes in environments and habitats affect the diversity of organisms.
Indicator 3.L.5A.2: Develop and use a food chain model to classify organisms as producers,
consumers, and decomposers and to describe how organisms obtain energy.
Learning Objective(s): The students will be able to take a quiz on plant survival with ninety-three
percent accuracy.
Essential Question(s): What does it mean to adapt to an environment?
Assessment: The students will be able to complete a Quick Check quiz with a ninety-three percent
accuracy. As well as, write their observations of the class plant. The results will be recorded in an
anything chart.
Activities/Procedures:
Opening: The teacher and the students will review what they have learned from the previous
days.
Activities: The students and the teacher will do the Plants and the Environment Trifold Book in
their lapbook
The students and the teacher will underline key information in their survival books
The teacher will make a PowerPoint on the six regions of SC and the plants that can be found in
each region
The students will fill out and return the Plant Survival Quick Check quiz (p. 57)
The students will fill out a worksheet on each of the six regions plants.
The students will write about their observations of the class plant in their journals
Closure: The students will turn in their journals and their Quick Check quiz.
Accommodation:
ESOL: The teacher will speak all directions as well as restate and reword as necessary. Each activity will
be modeled before the students attempt it.
Resource & Speech: The students will receive extra time, additional instruction as needed, and have all of
the questions read orally to them (if IEP requires).
Challenge: The students will write a paragraph on the importance of plant survival and adaptation. Or
answer the problem thinking questions on a separate sheet of paper.
Early Finishers: Options: 1) work on unfinished homework, 2) students can read a book, 3) Take an AR
test, 4) go on razkids, 5) do ExtraMath, 6) write their times tables, or 7) fill out the KWL chart found in
the their lapbooks.
Materials: Lapbooks, Survival Books, Pencils, Laptop, Promethean Board, Quick Check Quiz,
PowerPoint, Region Worksheet, Plant and the Environment Trifold Book, crayons, glue, scissors, and
KWL chart.
Development of Critical Thinking and Problem Solving:
1) How would you estimate where in SC plants are associated with? (Creating)
2) Based on what you know, what plants are grown in SC? (Evaluating)
3) Can you identify the different plants grown in each of the regions? (Analyzing)

Michelle Havener
Day 7
Anything Chart:
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Journal

Lapbook

Quick Check WKST

Region WKST

Notes