MOLLOY COLLEGE

DIVISION OF EDUCATION
LESSON PLAN
Student:

Allison Galgano

Professor:

Maria Esposito

Course:

EDU 521

Date:

June 22, 2016

Grade:

Fourth Grade

Content Area: Science

Topic: Animal Adaptations that

help with Survival
INSTRUCTIONAL OBJECTIVE(S)
As part of a unit on animal adaptations, this lesson builds knowledge about animal adaptations
by having students explore and identify physical and behavioral features animals have
developed. Students will describe why these features help animals to survive and define threats
to this survival by explaining how these factors have caused animals to become threatened,
endangered, or extinct. Students will finish the lesson by doing a Create a Creature exercise
where students apply their knowledge of physical and behavioral adaptations and use that
information to explain why these animals will survive in their environment.
STANDARDS AND INDICATORS
ELA 4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
This will be evident when students use the Thinglink tool to learn about the many
adaptations of polar bears.
This will be evident when students participate in a group discussion about Creature
Features in which the physical adaptations of animals are explored.
This will be evident when students watch a slide show from the Animal Planet website to
learn about behavioral examples of animal adaptations.
This will be evident when students take an online quiz testing their ability to differentiate
between behavioral and physical animal adaptations.
SL.4.5- Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes.
This will be evident when students view the PowerPoint slides explaining the differences
between behavioral and physical animal adaptations.
This will be evident when the PowerPoint slide is shown explaining the differences
between threatened, endangered, and extinct animals and all associated terminology.
SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
This will be evident when students participate in the Create a Creature activity where
they apply their knowledge of adaptations to create an imaginary animal.

W.4.7- Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
This will be evident when students participate in independent study by visiting a zoo or a
park to observe and record the physical adaptations of the animals around them.
MATERIALS
Smartboard, computers for teacher and students, internet connection, Thinglink for polar bear
adaptations, url for Animal Planet slide show, url for PowerPoint slide about animal adaptations,
url for PowerPoint slides about endangered animals, url for multiple choice quiz, materials for
Create a Creature exercise (construction paper, scissors, markers, crayons, loose leaf, pencil and
access to storyboardthat.com for academic enrichment activity).
STRATEGIES
Review/Check for prior knowledge about animal adaptations
Model by "thinking aloud" by using vocabulary words to describe types of animal and
characteristics of different adaptations
A group discussion about Creature Features aimed at understanding the unique adaptations of
animals
Build background by linking knowledge about animal adaptations to the new information about
the classifications of endangered animals
Oral drill that compares and contrasts the different characteristics of behavioral vs. physical
animal adaptations
Interim electronic assessment to gauge the pace of understanding of the types of animal
adaptations
MOTIVATION
Begin lesson with a Creature Feature discussion that focuses on the amazing and also the more
subtle physical adaptations of animals. Questions to explore will include: Why does the long
neck of a giraffe help this species survive? Since bats are blind, how do they avoid running into
things when they fly? Why are skunks so stinky? Can sharks smell? What is a porcupines
adaptation? With the introduction of Thinglink, students will go to the smartboard for a chance
to explore fun and interesting facts about Polar Bear adaptations
DEVELOPMENTAL PROCEDURES
Provoke thought, discussion, and intrigue in students by discussing the amazing
adaptations that animals have undergone in order to survive and thrive.
Students will engage in a discussion about the Animal Planet slides featuring
behavioral adaptations of animals and will define the correlation between these
adaptations and how they help the animal survive.
Students will participate in the PowerPoint presentations by observing the different
classifications of endangered animals and orally reviewing the associated terminology.
Students will participate in the Create a Creature exercise in which students pretend
they are scientists whose job it is to design and create an animal which will be
perfectly suited to its environment on this new planet.
o Students will pick from 4 sample environments provided by the teacher to create
an animal that is strong and resilient enough to survive in that environment.


Minute
s:

Students will need to apply their knowledge when they are describing the
adaptations about how this animal is going to stay warm or cool, what it is going
to eat, and how it will get food and water.
Broaden interest and knowledge of endangered animals by assigning homework
tasking students to complete the scavenger hunt quiz on the Weebly website.
Activity #1

Link to Instructional
Objective:

Key Questions:

Qualitative or
Quantitative
Assessment[s]:

Review and
discuss Creature
Features Part 1Structural
Adaptations
using Thinglink

Students will learn

about examples of
physical features that
suit animals to their
environments.

Verbal responses
or lack thereof, to
direct
questioning.

Review and
discuss Creature
Features Part 2Behavioral
Adaptations

Students will watch an

Animal Planet slide
show and learn about
examples of behavioral
features that help
animals adapt to their
environments.

Why is the long

neck of a giraffe
considered an
adaptation?
Applying your
knowledge from the
Thinglink, name 3
adaptations of a
polar bear.
Why is flying a
behavioral
adaptation? Is
camouflage a
structural or
behavioral
adaptation?

Activity #2

Link to Instructional
Objective:

Key Questions:

Qualitative or
Quantitative
Assessment[s]:

Circle time- Part 1

to view the
PowerPoint slides
on animal
adaptations.

Students will be able to

determine the
difference between
behavioral and physical
adaptations.

Circle time- Part 2

to view the
PowerPoint slides
on endangered
animals.

Minute
s:

What is mimicry?
Give an example.
What are chemical
defenses? What
animals use this
defense?
Students will use
What factors make
terminology to define
an animal threatened
characteristics of
vs. endangered vs.
threatened, endangered, extinct.
and extinct animals.

Transition to the Next Activity from the Previous

Activity:
Minute Activity #4:
Link to Instructional
s:
Objective:

Creature QuizStudents will use a

laptop to access:

Students will
differentiate between
physical and behavioral

Question and
Answer.
Compare and
Contrast.

Oral drill to
review facts and
compare and
contrast.
Verbally share
answers about
classifications of
endangerment.

Key Questions:

Qualitative or
Quantitative
Assessment[s]:

Example1. Structural
adaptations

Multiple Choice
Quiz

http://www.nhptv adaptations.
.org/natureworks/
quiz.htm and take
a quiz to test their
knowledge about
wildlife creatures
and their
adaptations.
Transition to the Next Activity from the Previous
Activity:
Minute Activity #5:
Link to Instructional
s:
Closure or
Objective:
Summary
Activity:

12

Create a Creature
Activity

Students will apply

their knowledge of
adaptations to create an
imaginary animal.

are the way an

organism behaves
happen very
quickly
are physical
characteristics of an
organism
Key Questions:

Qualitative or
Quantitative
Assessment[s]:

Explain the
adaptations and
environment where
your animal lives.
How does the
environment support
or not support its
adaptations.

Comprehension
exercise to gauge
ability to apply
knowledge.

ADAPTATIONS
For advanced learners, provide a challenging crossword puzzle using vocabulary
from the lesson but without a word bank;
For English language learners, provide a word find puzzle, found on teachers Weebly
website, inclusive of a word bank and a list of vocabulary words from the lesson
along with corresponding images for each word.
For students who are struggling, but considering the extent of their disability, possible
adaptations may include:
o Seating student in the front of the class to keep distractions to a minimum
o Provide a graphic organizer to keep paperwork and assignments in order
o Supply directions for the next days activity a day prior to the lesson
o Provide a list of vocabulary words from the lesson, definitions of each word at
specific comprehension level, along with corresponding images for each word
o Give a hard copy of the homework and adjust it the current learning level of
student
DIFFERENTIATION OF INSTRUCTION
For Tier 1-3 students, before beginning the lesson, the teacher will recap the previous
lessons about animal adaptations by conducting a question and answer activity,
listening to the students feedback, noting the ability levels of each student

For Tier 1-2 students, provide audio and tactile supports to correspond with the visual
components of the lesson.
For Tier 1 students, pair them with a Tier 3 student during the Create a Creature
exercise, to motivate the Tier 1 students and provide them with an explanation of
processing skills and a good model of social behavior
For Tier 1-3 students break down the topic of animal adaptations into simpler terms
and relatable examples, such as only exploring the adaptations of one species.

ASSESSMENT
The teacher will assess the current knowledge base of the students by asking students
pointed questions about the material previously covered in previous lessons
Students will participate in a group discussion during the PowerPoint slides about the
three classifications of vulnerable animal populations. Students will describe 3
characteristics or causes related to endangered animal species.
Students will participate in the Create a Creature exercise and provide and explain
the 2 adaptations for their imaginary animal.
Electronic pop-quiz to gauge the pace and retention of facts discussed to that point.
Homework assignment where students will compare and contrast the different aspects
of animal adaptations with 80% accuracy.
INDEPENDENT PRACTICE
With a family member, visit a zoo or a park, or observe animals in your own backyard.
Observe their physical adaptations and record them in a chart. Then use the internet to
find out some of each animals instincts and learned behaviors. Create a chart of your
findings and share it with the class.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
ACADEMIC INTERVENTION
Students will use a computer-based tool to research the adaptations of animals.
Graphic Organizer, create a cause-and-effect chart to tell what adaptations animals
have and why they have them.
Meet with the teacher to review the vocabulary prior to the lesson.
ACADEMIC ENRICHMENT
Students can create an electronic copy of the imaginary creature they created by using
Storybookthat.com to create an electronic representation of their creature.
Research the meaning of the word herpetologist and explain its relationship to animal
adaptations.
Whats the difference between an amphibian and a reptile?
Explore bioshelters and explain how they help living things survive in environments
where they do not naturally live.

TEACHER REFERENCES
Clever Prototypes. (2016). StoryboardThat. Retrieved from http://www.storyboardthat.com/
Endangered Means Theres Still Time. (2016). Retrieved from
http://www.slideshare.net/mrstadams22/endangered-species-powerpoint?utm_source=
slideshow02&utm_medium=ssemail&utm_campaign=share_slideshow_loggedout
Engage, N. Y. (2012). New York Common Core Science Curriculum.
New Hampshire Public Television. (2016). NatureWorld Adaptations Quiz. Retrieved from
http://www.nhptv.org/natureworks/quiz.htm
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States.
Washington, DC: The National Academies Press.
Tech4Learning, Inc. (2016). Create a Creature. Retrieved from
https://static.wixie.com/edu/elementary-grades.php
Weinberg, A. (2016). Animal Adaptations PowerPoint. Retrieved from
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0ahUKEwiX9tCN8
LjNAhWCND4KHQI-BSMQFggwMAM&url=https%3A%2F%2Ftpwd.texas.gov
%2Feducation%2Fresources%2Fkeep-texas-wild%2Fbeach-tidings%2Fmedia
%2Fanimal_adaptations.ppt&usg=AFQjCNEQeySMNI0tdvtSkUueHxdKXPXmaA&sig2
=rreInChd72OIKXs67x-IBQ
Weebly. (2016). Word Find Puzzle Scavenger Hunt. Retreived from
http://aandaanimaladaptations.weebly.com/asessments.html
Wild Animals Top 10 Animal Adaptations. (2016). Retrieved from
http://www.animalplanet.com/wild-animals/migration/