Tom Bellanca

EDU 528
October 20, 2009
Project #2

The lesson plan that I decided to use for this project is one that I developed for my student

teaching assignment in a 5th grade classroom. This lesson took place in the middle of a “biome”

unit that I created. This particular lesson introduces the biome known as the Tundra. The

traditional multimedia that I used during this lesson includes; tv/dvd player, a PowerPoint

presentation and the Internet. The TV/DVD player was used during the introduction to the lesson

to show the students what the Tundra looks like. A PowerPoint presentation is also used to

identify key terms that go along with the Tundra, such as adaptation.

In order to incorporate 2.0 technologies, the lesson has been slightly modified. The student

work sample for this project in the “traditional” plan is a poster on which the students display an

animal, its characteristics and its adaptation. Rather than having the students create a poster on

an animal at the end of the lesson in the “2.0” plan, the students will now be creating a wiki page

on the classroom wiki. This would be completed on a “wiki” site such as www.wikispaces.com.

The wiki we would create as a class would look much like this one that I created on planets:

http://solarsystemvt.wikispaces.com/. The page will include the same components as the poster,

only by publishing their work to the wiki, the students will now be able to view each others work

and give feedback to one another to spark higher thinking. This would also allow students to

embed videos, audio, and other documents into their work that they would not have been able to

do in the “traditional” lesson. Seeing that I do not have a classroom of my own at the moment, I

am not sure if “wikispaces.com” is accessible on every school districts server. I would need to ask

the principal of the school if it is permitted.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
1
 Lesson Title: Adaptations- “Traditional” Multimedia
Teacher: Tom Bellanca
Subject: Biomes-Tundra Grade Level: 5th
Time Required: 3 Days
Topic:
Habitats provide food, water, and shelter, which animals need to survive, but there is
more to survival than just the habitat. Animals also depend on their physical features to
help them obtain food, keep safe, build homes, withstand weather, and attract mates.
These physical features are called adaptations. Over the next two days we will be
looking at some of the adaptations that help animals survive.

Essential Question:
1) What are adaptations?
2) Why are adaptations important?
3) What animals have adaptations?

Prerequisites (Prior knowledge)

Students should know how to:
• Use the Internet and conduct a search.
• Have background knowledge on biomes.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize the historical
development of ideas in science.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students will analyze experiences, ideas, information, and issues
presented by others using a variety of established criteria. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and judgments on
experiences, ideas, information and issues.

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)
• Students will research an animal and its adaptation(s).
• Students will prepare a Poster on their research findings.
• Students will present their Poster to the class.

Students will know… Student will be able to…

• Animals and vegetation found in the • Name animals and vegetation that
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD,reside
Tundra. inMcTighe))
Wiggins & the Tundra.
• What adaptations are and their 2 • Create a poster presentation on an
importance. animal of their choice in which they
• Animals that have adaptations. describe the animal’s adaptation.
 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test:
The teacher will ask the students “What is a Tundra?” What types of animals/vegetation
live in the Tundra? What are adaptations? This will tell the teacher how much
knowledge the students possess on this topic.

Post-test:
The students will create a poster project on an animal their choice that has an adaptation.
On the poster the students will include:
• The name and picture of the animal
• A description of the animal and its adaptation.
This will be graded against the rubric presented to the students prior to the beginning of
the project.

(Performance Assessments: )
The teacher will check to make sure the students posters meet all of the guidelines set
forth by the rubric.

(Other Assessments: Peer, Self)

The teacher will walk around the room during the lab experiment to check students
understanding, behavior, and completion of all of the tasks.

(Assessment Adaptations)

No adaptations are needed for this class.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
3
 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
• Teacher and students will discuss the characteristics of the Tundra.
• Teacher and students will discuss what adaptations are and animals whom have them.
• Teacher will demonstrate how to use blubber glove.
• Students will work in small groups to complete blubber glove activity.
• Students will research an animal and its adaptation on their own for their project.

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).
The teacher will begin the lesson by playing a short clip from the movie “Ice Age.” Prior to
the beginning of the movie, the teacher will ask the students to take note of the different
animals, vegetation, and climate they see throughout the clip. After playing the video, the
class will discuss what they saw. The teacher will then tell the students the biome they
observed today was the “Tundra” and is what we will be learning about for the next few
days. The teacher will then ask the students if they already know anything about
“Tundras”. This will lead into the PowerPoint presentation on ”Tundras.”

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)
1) After the students have added any
comments or information about
Tundras, the students will take out
their “Biome Books” (where they take
their notes for this subject) and
prepare for a PowerPoint
presentation on Tundras. The
PowerPoint will introduce the
students to the animals and
vegetation that grow in the tundra, as
well as take a look at the average
climate and weather patterns that
occur in this biome. When discussing
the Tundra, the teacher will talk
about how some animals need to
adapt to stay alive in the harsh
conditions of the Tundra. The
teacher will use the Polar Bear and
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
4
Student activity (The student is doing…)
1. The students will share any
information they may already know
on Tundras.
2. Students will take out their “Biome
Books “ in which they will take notes
from the Tundra PowerPoint
presentation.
3. The students will conduct a lab
experiment in which they see if they
can keep their hand in ice cold water
longer with or without the blubber
glove.
4. Following the experiment the
students will complete a worksheet
on their findings.
5. The students will select and research
an animal that lives in the Tundra
and create a poster for it. The
 its “blubber” as an example of an poster will include a picture of the
adaptation and explain what blubber animal, a description of its
does. adaptation, and other key
2) The teacher will then introduce to a characteristics. Students will use the
mini lab experiment dealing with Internet and books to conduct their
blubber. The teacher will show the research.
students the “blubber glove” (made 6. Students will present their posters to
out of 2 zip lock bags full of Crisco) the class.
that they will be using in this
experiment. The teacher will explain
to the students that they are to see
how long they can keep their hand in
ice-cold water without the blubber
glove. They will then see how long
they can keep their hand in the water
while using the “blubber glove.”
3) The teacher will discuss the
guidelines for the “Adaptation
Posters” and show examples.
4) The teacher will assist students with
any questions throughout the lesson.
Adaptations to the Instructional Sequence to Differentiate:
The teacher will stop throughout the PowerPoint presentation to highlight important
information and ask for any questions or comments from the students.
Discussion and Assessment of Learning:
(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Many animals have very distinct features that some may wonder why they have. For
many animals, these features serve a purpose. Whether it be the blubber of a polar bear
or the long beak of a bird, these features are essential to the survival of each animal.
Without these adaptations, many animals would not be able to survive.
Following this discussion at the conclusion of the class the teacher will ask the students
to name some animals and their adaptations to assess their learning. The teacher will
also ask questions on the Tundra PowerPoint presentation.

Closure:
Extensions for early finishers:
For early finishers, the teacher will have a “Tundra” worksheet. This worksheet is a short
reading on some interesting facts on the Tundra and adaptations accompanied by 5 short
answer questions. Students who finish early will also be allowed to assist those who are
struggling.
Alternate strategies for struggling students or those who learn differently:
Students who are struggling will be allowed to work with another student who has already
finished.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
• Biomes have already been introduced.
• Students know how to take notes in their “Biome Books.”
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
5
 • Students already know how to research using the Internet and books.

Lesson Development Resources

Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)

Materials for blubber glove:

• 1-1.5 cups of shortening
• 4 zipper bags
• duct tape
Other Materials for experiment:
• large bowl
• ice
• water
• towel
• “The Tundra” worksheet
• “Blubber” worksheet
• Pencil
Other Materials for lesson:
• Computers for research
• Poster Board
• Markers

(Parent/Community Resources)

The students will have 3 days to complete these tasks, so they will be able to use a few
community resources. When they go home, the students can talk to their parents about
what we have been learning about and see if they have any knowledge that might help
the students. The students can also use their computers at home to conduct their
research. If they do not have a computer at home, they may have access to a local
library where they could also conduct their research.

(Contact Information)
bell1014@fredonia.edu

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
6
 Lesson Title: Adaptations- 2.0 Technology incorporated with “Traditional”
Teacher: Tom Bellanca
Subject: Biomes-Tundra Grade Level: 5th
Time Required: 3 Days
Topic:
Habitats provide food, water, and shelter, which animals need to survive, but there is
more to survival than just the habitat. Animals also depend on their physical features to
help them obtain food, keep safe, build homes, withstand weather, and attract mates.
These physical features are called adaptations. Over the next two days we will be
looking at some of the adaptations that help animals survive.

Essential Question:
4) What are adaptations?
5) Why are adaptations important?
6) What animals have adaptations?

Prerequisites (Prior knowledge)

Students should know how to:
• Use the Internet and conduct a search.
• Have background knowledge on biomes.
• How to create a wiki page.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students will analyze experiences, ideas, information, and issues
presented by others using a variety of established criteria. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and judgments on
experiences, ideas, information and issues.

Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize the historical
development of ideas in science.

Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use,
and evaluate products and systems to satisfy human and environmental needs.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
Intended Learning Outcome (Should define what students will know and be able to do and at what
7
level of mastery they should be able to do it.)
• Students will research an animal and its adaptation(s).
• Students will prepare a wiki-page on their research findings to share with the
class.
•
 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test:
The teacher will ask the students “What is a Tundra?” What types of animals/vegetation
live in the Tundra? What are adaptations? This will tell the teacher how much
knowledge the students possess on this topic.

Post-test:
The students will now be creating a wiki-page on the classroom wiki. Their page will be
on an animal of their choice and is expected to include;
• The name of the animal and a picture (from the Internet)
• The animals adaptation and why its important.
• Other characteristics of the animal; what it eats, where it lives, what it looks like.

(Performance Assessments: )
The teacher will check to make sure the wiki-page meet all of the guidelines set forth by
the rubric.

(Other Assessments: Peer, Self)

The teacher will walk around the room during the lab experiment and research time to
check students understanding, behavior, and completion of all of the tasks.

(Assessment Adaptations)

No adaptations are needed for this class.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
8
 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
• Teacher and students will discuss the characteristics of the Tundra.
• Teacher and students will discuss what adaptations are and animals whom have them.
• Teacher will demonstrate how to use blubber glove.
• Students will work in small groups to complete blubber glove activity.
• Students will research an animal and its adaptation on their own for their project.

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).
The teacher will begin the lesson by playing a short clip from the movie “Ice Age.” Prior to
the beginning of the movie, the teacher will ask the students to take note of the different
animals, vegetation, and climate they see throughout the clip. After playing the video, the
class will discuss what they saw. The teacher will then tell the students the biome they
observed today was the “Tundra” and is what we will be learning about for the next few
days. The teacher will then ask the students if they already know anything about
“Tundras”. This will lead into the PowerPoint presentation on ”Tundras.”

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)
5) After the students have added any
comments or information about
Tundras, the students will take out
their “Biome Books” (where they take
their notes for this subject) and
prepare for a PowerPoint
presentation on Tundras. The
PowerPoint will introduce the
students to the animals and
vegetation that grow in the tundra, as
well as take a look at the average
climate and weather patterns that
occur in this biome. When discussing
the Tundra, the teacher will talk
about how some animals need to
adapt to stay alive in the harsh
conditions of the Tundra. The
teacher will use the Polar Bear and
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
9
Student activity (The student is doing…)
1. The students will share any
information they may already know
on Tundras.
2. Students will take out their “Biome
Books “ in which they will take notes
from the Tundra PowerPoint
presentation.
3. The students will conduct a lab
experiment in which they see if they
can keep their hand in ice cold water
longer with or without the blubber
glove.
4. Following the experiment the
students will complete a worksheet
on their findings.
5. The students will select and
research an animal that lives in the
Tundra and create a wiki page for it.
 its “blubber” as an example of an The page will include a picture of the
adaptation and explain what blubber animal, a description of its
does. adaptation, and other key
6) The teacher will then introduce to a characteristics. Students will use the
mini lab experiment dealing with Internet and books to conduct their
blubber. The teacher will show the research.
students the “blubber glove” (made 6. Students will present their work to
out of 2 zip lock bags full of Crisco) the class.
that they will be using in this
experiment. The teacher will explain
to the students that they are to see
how long they can keep their hand in
ice-cold water without the blubber
glove. They will then see how long
they can keep their hand in the water
while using the “blubber glove.”
7) The teacher will discuss the
guidelines for the “wiki-page” project
and show examples of wiki pages.
8) Teacher will assist students with any
questions they may have throughout
the completion of the tasks.
9) The teacher will assess students
work against a rubric when all work
has been completed.
Adaptations to the Instructional Sequence to Differentiate:
The teacher will stop throughout the PowerPoint presentation to highlight important
information and ask for any questions or comments from the students.
Discussion and Assessment of Learning:
(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Many animals have very distinct features that some may wonder why they have. For
many animals, these features serve a purpose. Whether it be the blubber of a polar bear
or the long beak of a bird, these features are essential to the survival of each animal.
Without these adaptations, many animals would not be able to survive.
Following this discussion at the conclusion of the class the teacher will ask the students
to name some animals and their adaptations to assess their learning. The teacher will
also ask questions on the Tundra PowerPoint presentation.

Closure:
Extensions for early finishers:
For early finishers, the teacher will have a “Tundra” worksheet. This worksheet is a short
reading on some interesting facts on the Tundra and adaptations accompanied by 5 short
answer questions. Students who finish early will also be allowed to assist those who are
struggling. The students may also begin reading their classmates’ wiki-pages as well.
Alternate strategies for struggling students or those who learn differently:
Students who are struggling will be allowed to work with another student who has already
finished.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
10
 Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
• Biomes have already been introduced.
• Students know how to take notes in their “Biome Books.”
• Students already know how to research using the Internet and books.

Lesson Development Resources

Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)

Materials for blubber glove:

• 1-1.5 cups of shortening
• 4 zipper bags
• duct tape
Other Materials for experiment:
• large bowl
• ice
• water
• towel
• “The Tundra” worksheet
• “Blubber” worksheet
• Pencil
Other Materials for lesson:
• Computers for research
• Classroom wiki-page

(Parent/Community Resources)

The students will have 3 days to complete these tasks, so they will be able to use a few
community resources. When they go home, the students can talk to their parents about
what we have been learning about and see if they have any knowledge that might help
the students. The students can also use their computers at home to conduct their
research. If they do not have a computer at home, they may have access to a local
library where they could also conduct their research.

(Contact Information)
bell1014@fredonia.edu

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
11
 BLUBBER GLOVE
Name:__________________________________ Date:________

1.) Predict the temperature of the water in the bowl.

2.) Actual Temperature of the water.

3.) Observations with bare hand in the water.

4.) Predict the temperature in the “Blubber Glove”

5.) Actual temperature in the “Blubber Glove”

6.) Observations with “Blubber Glove” on.

7.) What is the importance of blubber in the Tundra?

_________________________________________________________
_________________________________________________________
_________________________________________________________

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
12