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Table of Contents:
1. Introduction
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2. Unit Goals
3. Rationale
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that adaptations allow animals to satisfy life needs and respond to the environment
that environments support a diversity of plants and animals that share limited
resources
This lesson will be the introduction to the Exploring the Amazon Trail rainforest
unit; it is important to study the characteristics of different environments in order
to understand why certain animals survive there
Standards of Learning: Science 3.6(b): The student will investigate and understand
that environments support a diversity of plants and animals that share limited
resources. Key concepts include (b) dry-land environments (desert, grassland,
rainforest, and forest environments).
IEP goals addressing: Zach (a) organize his thoughts orally and (c) participate more
during in-class activities and discussions; Melody (b) use her communication computer
independently; and Johnny (c) improve attendance.
III. Procedure:
a. Introduction This lesson will provide the basis for our Amazon Trail Unit. The
students will learn the characteristics of the rainforest environment, and will
understand why certain plants flourish in this environment. This is important to link
the understanding that different plants survive in different environments based on
the characteristics and living conditions of that environment.
b. Development
Rainforest video
UDL Considerations: The thumbs up/Thumbs down activity specifically gives Melody a
chance to practice the mobility of her arm movements. This also gives Zach and Johnny a
non-threatening way to participate in a group activity. Providing an appropriate wait time
gives Zach more time to sufficiently organize his thoughts to present orally. The video and
discussion provide opportunities for visual and auditory learners. The think-pair-share
activity gives Zach, Johnny, and Melody opportunity to interact with a classmate;
specifically allows Melody practice with using her communication device with a peer.
Think-pair-share is an activity that corresponds with cooperative learning, which is an
evidence based practice. (Lyman, 1981) Think-pair-share and thumbs up/thumbs down
provide personalized, engaging activities which are shown by research to improve student
attendance. (Railsback, 2004)
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to help students better understand the purpose of animal adaptations; with the
focus on the methods in which different rainforest animals gather and store food
Standard of Learning: Science 3.4 (a): The student will investigate and understand
that behavioral and physical adaptations allow animals to respond to life needs. Key
concepts include: (a) methods of gathering and storing food, finding shelter,
defending themselves, and rearing young
compare the physical characteristics of animals and explain how the animals are
adapted to certain environments
give examples of methods that animals use to gather and store food
IEP goals addressed: Johnny (a) improve reading comprehension; Melody (a) navigate
her wheelchair and (b)use her communication computer independently; and Zach (a)
organize his thoughts orally, (b) organize his thoughts in written form, and (c)
participate more during in-class activities and discussions
III. Procedure:
a. Introduction This lesson will focus on the ways different animals in the
rainforest gather and store their foods, and what adaptations they use in order to do so. For
example, a frog uses its long, sticky tongue to reach its food at a distance. This lesson is
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Poster board
Rainforest book
UDL considerations The instruction provides methods for visual and auditory learners.
Reciprocal teaching is an evidence-based practice to improve reading comprehension,
which is one of Johnnys goals, but will be beneficial for my entire class. (WWC, 2010) The
discussion will also give Melody a chance to practice using her communication device
independently, though my assistant will be available if she needs help. The centers activity
will benefit Zach, as it gives him the opportunity to organize his thoughts in a variety of
ways; it will benefit Melody, because the activities give her an opportunity to
independently move her wheelchair around the room, and there are two computer
activities that she can participate in with assistance from my personal assistant; it will
benefit Johnny by providing interesting and varied ways to engage with the information,
which has shown to be a motivator in school attendance (Railsback, 2004.) The first
activity also benefits all three students because it gives them the opportunity to work with
a partner; small group work tends to be a motivator for both Johnny and Zach, and working
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The students will learn about physical adaptations of animals, specifically their use
of camouflage, and why animals use camouflage in the wild
Standards of Learning: Science 3.4(b): The student will investigate and understand
that behavioral and physical adaptations allow animals to respond to life needs. Key
concepts include (b) hibernation, migration, camouflage, mimicry, instinct, and
learned behavior.
describe how a specific animal uses camouflage for its life needs
IEP goals addressing Johnny (a) reading comprehension; Melody (a) navigate her
wheelchair, (b) use her communication computer independently, and (d) solve basic
math skills; and Zach (b) organize his thoughts in written form and (c) participate more
during in-class activities and discussions.
III. Procedure:
a. Introduction This lesson will focus on the specific animal adaptation of
camouflage, which is an interesting topic to get the students engaged in learning
about animal adaptations, and provides a visual for learning the material. It is
important for students to understand why animals look the way they do.
b. Development
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Colored papers
UDL Considerations: The searching for moths activity will provide Melody with the
opportunity to practice navigating her wheelchair and using her communication computer
independently to communicate with her partner. The use of graphic organizers is an
evidence based practice that has been shown to help with written organization, which will
benefit Zach specifically, as well as the entire class. Graphic organizers are a spatial
learning strategy, and spatial learning has been shown to improve math comprehension,
which aides Melody to solve basic math skills. Graphic organizers have also been shown to
help with reading comprehension, which is one of Johnnys IEP goals. (Lyman, 1981)
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This lesson will focus on the difference between behavioral and physical
adaptations; this is important to further the understanding animals unique and
individual features in their environment
Standards of Learning: Science 3.4 The student will investigate and understand
that behavioral and physical adaptations allow animals to respond to life needs. Key
concepts include: (a) methods of gathering and storing food, finding shelter,
defending themselves, and rearing young and (b) hibernation, migration,
camouflage, mimicry, instinct, and learned behavior.
IEP goals addressed: Johnny (b) participate in standardized tests (with visual
accommodations and breaks) and (c) improve attendance, Melody (b) use her
communication computer independently, and Zach (a) organize his thoughts orally, (b)
organize his thoughts in written form, and (c) participate more during in class activities.
III. Procedure:
a. Introduction During this lesson, we will distinguish, as a class, the differences
between physical and behavioral adaptations, with examples of each presented.
Students will be able to link these adaptations to animals theyve already learned
about in an environment they are familiar with, the Amazon rainforest.
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UDL Considerations: PALS partners is an evidence based practice shown to improve skills
for those with learning disabilities; I believe all of my students will benefit from being
partnered and acting as a tutor with a peer (WWC, 2012.) This activity will help Melody
with practice of using her communication computer; my assistant will be there to hold up
the flashcards for Melodys partner when Melody is the acting tutor, but Melody will be
responsible for communicating with her partner. Demonstrating the graphic organizer on
the board as a class will help Zach in seeing how to effectively organize his thoughts both
orally and written. The practice SOL will benefit Johnny in helping prepare him for
standardized tests, as well as preparing the rest of the class.
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III. b) 2:
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III. b) 2:
Lesson 4
III. b) 1:
Behavioral Adaptation
Physical Adaptation
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