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Mini Transmedia Lesson Plan

Special Animal Adaptations

Group 6: Alanda Leigh, Dondreia McCrary, Lucy Townley, Lisa Tolbert


Digital Tools Used: Weebly.com, piktochart.com, powtoon.com, Makebeliefscomix.com, Epic
books, websites with interactive features.
Grade(s): 3rd - Adaptations Unit and 4th - Ecosystems and Adaptations Unit
Key Standards: S3L1 (3rd Grade Life Science) and S4L2 (4th Grade Life Science)
Time Allotted: Two Weeks
Key Concepts in Standard(s)
3rd Grade

4th Grade

S3L1. Students will investigate the


habitats of different organisms and the
dependence of organisms on their
habitat.
a. Differentiate between habitats of
Georgia (mountains, marsh/swamp,
coast, Piedmont, Atlantic Ocean) and the
organisms that live there.
b. Identify features of green plants that
allow them to live and thrive in different
regions of Georgia.
c. Identify features of animals that allow
them to live and thrive in different regions
of Georgia.
d. Explain what will happen to an
organism if the habitat is changed.

S4L2. Students will identify factors that affect


the survival or extinction of organisms such
as adaptation, variation of behaviors
(hibernation), and external features
(camouflage and protection).
a. Identify external features of organisms that
allow them to survive or reproduce better than
organisms that do not have these features
(for example: camouflage, use of hibernation,
protection, etc.).
b. Identify factors that may have led to the
extinction of some organisms
Performance-Based Objective:
SWBAT identify external features of
organisms IOT explain how these features
help organisms survive and reproduce.

Essential Questions
What are the different habitats of Georgia and
how are plants and animals able to survive in
those habitats?

How do external features tell you about the


ability of the animal to survive in the
ecosystem?

Key Terms and Definitions

Habitat - a place where a


plant or animal lives
Organism - an individual
living thing

Adaptations - A body part or behavior


that helps an organism survive.
Camouflage - A color or shape that
helps an animal hide.
Instinct - A behavior that an animal
begins life with and that helps it meet its
needs

Hibernation-A state that looks like


deep sleep, during which normal body
activities slow.
Migration-The movement of animals
from one region to another and back.
Extinction- The death of all the
members of a certain group of organisms.
External Features- related to
outside of the body.
Concepts/Skills To Maintain
The students will be able to identify the
habitats of some of Georgias native animals.

The students will be able to identify the


adaptations of some of Georgias native
animals.

Pre-Assessment
Students will create a KWL using a mapping
Students will create a KWL using a mapping
tool such as slatebox.com to show
tool such as slatebox.com to show
background knowledge about animal habitats. background knowledge about animal
adaptions to survive.
Engage
Students will select an animal and create a
diorama depicting its habitat.

Prior to this lesson the students will need to


know about basic needs of living things.

Students will use the attached rubric to


complete this activity.

To stimulate students prior knowledge of


living and nonliving things that affect animal
life, the student will participate in a class
activity where the teacher will pass out
pictures of animals and their adaptations. The
students will be instructed to match the
animal with the adaptation in which that
animal has.

Habitat Diorama Rubric

Allow students to explore the What are


adaptions section of the following site
http://animimaladaptations3-4.weebly.com/
Use Think-Pair-share to allow students to
discuss what they learned about animal
adaptations
Explore
Students will visit the different Georgia
regions within website to identify at least 3
animal adaptations in a region of their choice

Students will visit the different Georgia


regions within website to identify at least 3
animal adaptations in a region of their choice

Explain
The teacher will explain that adaptations are
changes in plants and animals that allow it to
survive in its environment. Adaptations can be
physical changes to the body or behavioural
changes in how an individual animal does
things in their daily lives.

The teacher will explain that adaptations are


changes in plants and animals that allow it to
survive in its environment. Adaptations can be
physical changes to the body or behavioural
changes in how an individual animal does
things in their daily lives.

Elaborate
The teacher will provide
students with buckets filled with
birdseed, sand, small candles, large
seeds. The teacher will also provide
students with chopsticks, pliers, and a
fork. The students will explore the
different birds beaks by using the tools
to pick up whatever they can from the
bucket. The students will write about
which tools (beaks) were most
effective in collecting the samples and
why. They will explain how birds beaks
are used in different ways.
The teacher will supply
students with a variety of art supplies.
(feathers, felt, pipe cleaners, googly
eyes, etc) The students will build an
animal that will survive in a particular
habitat. The student will create a
podcast on what adaptations their
animal has that would allow them to
survive in their habitat.

The teacher will provide


students with buckets filled with
birdseed, sand, small candles, large
seeds. The teacher will also provide
students with chopsticks, pliers, and a
fork. The students will explore the
different birds beaks by using the tools
to pick up whatever they can from the
bucket. The students will write about
which tools (beaks) were most
effective in collecting the samples and
why. They will explain how birds beaks
are used in different ways.
The teacher will supply
students with a variety of art supplies.
(feathers, felt, pipe cleaners, googly
eyes, etc) The students will build an
animal that will survive in a particular
habitat. The student will create a
podcast on what adaptations their
animal has that would allow them to
survive in their habitat.

Evaluate
Students will submit their crossword puzzle
and completed KWL chart.

Students will submit their crossword puzzle


and completed KWL chart
Students will create a concept map showing
at least 2 animals and their adaptations.
Rubric

Technology Applications
Students will choose an animal and create a
Powtoon describing its structural and
behavioral adaptations.

Students will choose an animal and create a


comic strip describing its structural and
behavioral adaptations. Rubric

Suggestions for Differentiation


Special education students would complete
the K and L of the KWL chart.
Gifted students would be put in pairs and
would create a PowerPoint presentation, a
Prezi or a Powtoon to demonstrate what they
have learned.

Special education students would complete


the K and L of the KWL chart.
Gifted students would be put in pairs and
would create a PowerPoint presentation, a
Prezi or a Powtoon to demonstrate what they
have learned.