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Miss Miller
Science
3
Two 40 minute class periods
Animals have a variety of adaptations depending on
their habitat.
Why are adaptations so crucial to animals?
How does an animals habitat influence its adaptations?
Standard 3.1.3.C2: Describe animal characteristics that
are necessary for survival.
During a reading of How do Animals Adapt? (C), all third
grade students (A) will correctly define (B) all four (D)
words on their Reading Charts by writing the definitions
in the second column.
All third grade students (A) will correctly identify (B)
three adaptations of three different animals (D) during
an Internet activity using Creaturepedia (C).
ISTE Standards
for Students
Framework for
21st Century
Learning
Formative Assessment:
Formal Evaluation: The Animal Adaptations Sheet will
be graded. Teacher is checking to see if student
correctly listed three adaptations for three different
animals.
Informal Evaluation: Teacher takes note of each
students contribution to the KWL chart. Teacher looks
over the Reading Charts. Teacher is looking to see if
students defined all four words correctly. This activity
doesnt receive a point grade since it is done together
as a class. Teacher observes students as they work
independently. Teacher takes notes during the
observations.
When students have the opportunity to add ideas to
KWL chart on the Smart Board, they are utilizing ISTE
standard 6 - Students communicate clearly and express
themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media
appropriate to their goals. They are also using ISTE
standard 7 since they are working as a class to
complete the chart. Standard 7 states that students use
digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working
effectively in teams locally and globally. This activity
also aligns with the Learning and Innovation Skills
element of the Framework for 21st Century Learning.
When students use Creaturepedia on the Internet, they
are practicing ISTE standard 3 - Students critically
CK
Accommodation
s, Modifications
Accommodations:
Student sits at a scooter compatible desk for the
activities.
There is a lot of space between the desks and
throughout the classroom for the student to maneuver
his scooter.
There is space at the rug at the front of the room for
the student to sit in his scooter during the review of the
Key Vocabulary.
Teacher highlights the directions on the Reading Chart,
Animal Adaptations Sheet, and Homework Directions.
Student types the answers to the Reading Chart and
Animal Adaptations Sheet.
Teacher projects the book How do Animals Adapt? onto
the screen so the student can follow along as it is read.
SUPERVISING
TEACHERS
SIGNATURE
Introduction
Explicit
Instructions
Lesson
Procedure
Transition
Teacher tells students to move to the rug at the front of
the room for the Key Vocabulary.
As they relocate, teacher plays the Camel Adaptation
song (https://www.youtube.com/watch?v=YX8VQIJVpTg).
The teacher also plays the song when they go back to
their seats after the Key Vocabulary.
Key Vocabulary
Continent: a large landmass on Earth
Climate: the normal weather conditions in a particular
area
Adaptations: occur in the body of an animal or the way it
behaves
Extinct: animals that cannot adapt to changes in their
habitat; these animals no longer exist
Hibernation: happens when animals that cannot store or
find food in the winter go into a deep sleep
Migrating: traveling from one place to another when the
seasons change
PreAssessment of Students
Teacher draws a KWL chart on the Smart Board. The
class completes the chart together. They fill in what they
know about animal adaptations in the Know column.
They write what they want to know about animal
adaptations in the Want to Know column. Students
take turns coming up to the Smart Board to add their
ideas to the chart.
Teacher passes out the Reading Chart for How do
Animals Adapt? and explains the directions.
Teacher reads How do Animals Adapt? by Bobbie Kalman
out loud.
Teacher pauses occasionally and the class works
together to complete the Reading Chart.
Modeling of the Concept
Teacher tells students that they are going to use an
online tool called Creaturepedia to learn about animals
that live in different parts of the world.
Teacher passes out the Animal Adaptations Sheets.
Teacher projects the Internet onto the board and models
how to access Creaturepedia.
Teacher enters the website into the address bar of the
Internet.
Teacher tells students to click on Region.
After clicking on Region, a map of the world is shown.
Teacher tells students that they will be clicking on three
different regions and exploring the animals that live
there.
Teacher clicks on Arctic as an example.
Reading
Materials
Technology
Equipment
Supplies
Evaluation of
the
Learning/Master
y of the
Concept
Closure
Teacher
Self-reflection
Informal Evaluation
Teacher takes notes on the students contributions to the
KWL chart.
Teacher looks over the Reading Charts and makes sure
they are completed.
Teacher observes students as they work on the Animal
Adaptations Sheet. Teacher asks students questions as
they work and takes notes on their responses.
Summary & Review of the Learning
Teacher goes back to the KWL chart and asks students
what they learned.
Students take turns coming up to the Smart Board and
writing what they learned in the Learned column.
Teacher asks students to restate the objective.
Teacher asks students how they met the objective. This
leads to a discussion.
Teacher asks students what difficulties they encountered
during the activities.
Teacher asks other students to offer suggestions to
these students on how they could have solved these
problems.
Teacher asks students for suggestions on how the
activities could be improved.
Homework/Assignments
After the completion of the second day of the lesson,
teacher gives students the Homework Directions and the
What if You Had Animal Feet? sheet.
Students have to decide which animals feet they would
like to have. They then have to research the animal and
find out how the feet help the animal. Lastly, they will
put this information on the What if You Had Animal Feet?
sheet.
Teacher explains the homework to the students and
informs them of the due date. The due date is also noted
on the Homework Directions.
Teacher gives students that do not have Internet access
at home a Ranger Rick magazine or an animal book from
the classroom library.
Teacher will know that the students can define
adaptation and other related vocabulary words when
they complete their Reading Charts.
Teacher will know that students can identify three
adaptations of three different animals when they use
Creaturepedia to complete their Animal Adaptations
Sheets.
If students do not master the concept, teacher will reteach it in a different way.
Teacher may use a video to reinforce the concept
(https://www.youtube.com/watch?v=LB8nLZmxN_M).