Kimberly Gleason SIOP Lesson Plan

Grade: 5th Subject: Adaptations Standards: Understand and apply knowledge of how different organisms pass on traits (heredity). Understand and apply knowledge of the complementary nature of structure and function and the commonalities among organisms. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. Lesson 1: Content Objective: -Students will be able to identify physical features of an organism. -Students will make predictions of where this organism would live and what it would eat. -Students will be able to organize animals into different environments based off of their physical features. -Students will be able to describe the habitats that different organisms live in and why their features aid in their survival.

Language Objective: -Students will be able to share observations of the features of an animal, verbally, with a partner. -Students will be able to write predictions using complete sentences. -Students will use descriptive words that are appropriate to a given environment. -Students can write sentences about different habitats. These objectives will be listed at the front of the class on the whiteboard for all students to see. At the beginning of class, I will read the objectives out loud and ask students for thumbs up if they understand what todays objectives are. Each science class/time will begin with Bell work. To begin, I will post this picture on the overhead and ask students to fill out an observation sheet that I will provide. Observation Sheet: What do you notice about the picture? What are you wondering?

These pictures will be posted on the board. Initially I will start out by modeling how to fill out the observation sheet provided.

I-do: I will model a think aloud. Looking at the first picture I notice that this animal is green. (When I say green I will point to our wall color chart and ask a volunteer to point to the color green). I also notice that this animal has brown veins, or lines on its back. We-do: Next I will ask the students what they notice. When they give me observations, I will write them down. You-do together: The students will now practice with a partner looking at the second picture of the polar bear. I will walk around during this time and make sure students are using the language I notice, or I observe The second side of the observation sheet says What are you wondering? Once students have completed the first side, I will model the second side using the language: I wonder what _____is used for. Or in a question form: Why does the _____ have a _____? We will again complete the I-do, we-do, you-do together model. (Since our objectives state that students will share observations and predictions with a partner, we will not yet move to the You-do-alone part yet). Next we will share out our observations about the animals, along with what we were wondering. I will then ask the students where they think the first animal lives. Where do you think the first animal lives? Why? Why does it not live in the white snow? Now looking at the second picture: Where do we think this animal would live? Why? Why couldnt it live in a tropical rainforest? I will provide pictures of a snowy environment and a tropical rainforest when discussing why the animal would not live there. What do these two animals have in common? They can both camouflage into their environment. Why would it be beneficial to camouflage into their environment? Show a short video of an animal surviving because of camouflage. http://www.teachertube.com/video/animal-camouflage-29600 After showing the video, I will ask students to turn to a partner and tell them what they noticed in this video. Then we will share out as a whole class. Camouflage is a type of adaptation. An adaptation HELPS an animal survive in its given environment. What other things do we think would help an animal survive? (I will write down student ideas on the board, and

Students will be shown pictures of animals; we will notice the physical features/adaptations of each animal. We will then have some type of discussion about WHY the animal has these features. Based off the first picture (that I will model), students will help me describe an environment that this animal would live in.

What do we notice about this animal? Write student ideas on the board and have them write them in their science journals. Why does this animal have such sharp teeth? After I model the first example, students will be given a pile of new animals and they will write down and verbally state the noticeable physical features that they think would help the animals survive. Students will refer back to objectives and recognize that they must use descriptive words and adjectives to describe the animals features. They would then be given a pile of environments. Students will group the animals into the environment that they think the animal would live in. After the students have worked together with a partner to organize these animals into their corresponding environment, the students will write sentences explaining why the animal would live in that specific environment. Students will be expected to use descriptive words, complete sentences, and correct spelling. Here are a few example pictures:

Here are a few more types of adaptations:

Animal Adaptation Effect Giraffe Long neck Can eat leaves

in tall trees (the parts of plants other animals cant reach)

Bird Flies south in winter

Warmth

Porcupine Sharp, stiff quills

Can defend itself against enemies

Chipmunk Hibernate Can avoid winter food shortages

Dolphin Tail Helps it swim Review content objectives and language objectives. Teacher: Your task when you go home is to share one of these adaptations with a family member. Tell them the name of the animal, its adaptation, and how it helps it survive. Day 2: Content Objective: -Students will be able to provide evidence for why they think certain animals would survive best in a given environment. -Students will be able to identify two different types of adaptations. (Show pictures, what do you noticehow can this help?) This is a ___ adaptation. Language Objective: -Students will incorporate persuasive and supporting language as evidence in their writing. -Students will be able to verbally state the differences and similarities among adaptations. Yesterday we looked at picture and videos of animal adaptations. What do you remember? Turn to a partner and share. Several animals have the ability to camouflage into their environment, what does this mean? (A picture of an animal camouflaged into the environment will be shown). This is a structural adaptation. Please copy this word into your vocabulary journals. (I will write the word and definition on the board). Structural Adaptation: a body part or coloring that aids survival First, students will review what we learned yesterday, looking at the objectives from the prior day. Next, students will be shown pictures of a made-up animal. These animals will have parts of several different animals. (I will first demonstrate with the first picture, and then students will be given the other 9 pictures after).

This picture will be pulled up on the screen for students to see. Look at this picture. What animal is it? (Students will be given some time to talk with a partner about what animal they think it is). What do we notice about this animal? How is it different? What observations do you make about this animal? (Write student ideas on the board) What features do you notice? How would these features help the animal survive? What do we imagine that the environment would be like for this animal? Give examples if the students need scaffolding, then have them talk with a partner about the environment that animal would live in. As a class, we will fill out this chart that will be provided for the students. (Ideally, I would have the picture of the animal as a separate column on this sheet, but I was unsure how to do this.) Everyone please take out your chart. (Chart will also be displayed on Elmo.) First, we will name this animal. But before we name it, we will come up with ideas we have for names. Students will be given the opportunity to brainstorm names for the animal displayed above. I will pass out an additional sheet (shown below this chart) that will guide the students in their brainstorming. How to name your animal: -By the way it looks -By where it lives -By the person who discovered it (You can name this animal however you want). Choose either one of the options above, or talk to me about another idea you have!)

Brainstorm ideas here: After students are brainstorm ideas for their animals name, we will discuss as a class the names they come up with. During this discussion, we will have the students come up to the front and explain their thinking behind their name. After all the students (or partner groups) have presented, the students will vote on which name they think is best and most realistic. Possible Questions: Why would is be effective to name an animal after its physical features? Why would it be effective to name an animal after the person who discovered it? What if a person discovered multiple animals? After this short discussion, we will fill out our first column in our chart with the animal name we agreed on. Looking back at the observations the students made about the features/adaptations of this animal, we will include them in this chart as well. Next, we will decide what type of environment the animal would live in. I would show pictures and ask the students if they thought the animal would live in that certain environment. The first pictures I show will be opposite of the ideal environment, but it will serve as an opportunity for the students to explain WHY that environment is suitable for the animal. Next, students will come up with an explanation in complete sentences. During this time, I will give them time to confirm with a partner, I will also be walking around asking students for clarification or helping them in any way they need. Animal Adaptation

(features) Environment Explanation

Next, students will be given three of the following animals at a time. They will follow the process that we did together as a class with a partner for the first two sets of three. Then they will do the last set on their own. This will be used as an informal assessment.

Photos from: Sarah Borzo, Waukee South Middle school Animal Planet: The Most Extreme Animals By: Discovery Channel, Sherry Gerstein (author)

After students are finished filling out their sheets, we will read this book as a class. I will have a large copy of the book and students will also be provided their own copies. This book has pictures, stories, and explanations of extreme animal adaptations.

While we are reading this book, I will do several think-aloud pointing out questions I have about the animal adaptations. I will ask the students why they think the animal has this adaptation and what they predict it will be used for. I will also point out the vibrant environment pictures and ask what animal they would expect to live there. This book not only mentions physical adaptations but also behavioral adaptations. We will pay special attention to the behavioral adaptations. Assessment: Show a real animal in a real environment. Have student identify which type of adaptation the animal exhibits. They will then provide a short explanation as to why they think the animal has that adaptation. Students will then share their answers with a partner and discuss whether they agree or disagree.

For the third picture, students will discuss the purpose of an adaptation of both of the animals in the picture. If needed, I will provide sentence starters and word bank. Name: Date: Animal Adaptations Picture 1: This animal is a _____________. Its adaptation is ______________. This is a __________adaptation. This adaptation helps the animal because _______________________. Picture 2: Picture 3:

Day 3: Content Objective: -Students will be able to create their own organism with distinct adaptations fit for an environment of their choosing. -Students will provide an explanation of the environment in which this organism will live in. -Students will be able to Explain how living things become adapted to their environment over time. Language Objective: -Students will provide an explanation of the environment in which this organism will live in. -Students will be able to provide (write and verbally share) a short story that has an explanation with supporting details. Today, we are going to be artists. We are going to create an organism. This organism does not have to be real. I encourage you to be creative! I am going to pass out a sheet that has a few guidelines and things that you MUST include, but feel free to add to the list! Before we start creating our own organisms, I will provide you with an example.

This is the animal I created. I have named this animal Cuban Birdgon. Why do you think I named it this? (Hint: Notice its physical features). Why do you think its name has Cuban in it? Yes, because this animal would be found in Cuba. Remember that your animal name should be unique- you do not need to name is the same way I did, but when you are naming your animals, I will expect you to have an explanation of WHY you named it the name you choose. This animal has a lot of features! What do you notice? (As the students name features, I will point them out on the animal, which will be displayed on the overhead ELMO. Where do you predict this animal will live? What would its environment look like? (Give the chance for students to share answers). Here I wrote a short explanation of where my animal would live. If you want to, you can also draw out the environment that your animal would live in. (This is all include on your check list). Here is my explanation: The animal Cuban Birdgon is an animal that is found in the forests of Cuba. My animal is part dragon, and has the ability to blow out flames from his mouth to protect himself from predators. I also included wings so that my animal could fly away and hide in high trees to get away from larger animals that cannot climb trees. My animal has large eyes so that it can see well at night. It also has a beak so that it can eat small worms and bugs. The beak can also be used to peck on trees and other objects to warn other animals that predator are coming. Cuba is very hot, so my animal can help regulate its own body temperature. My animal would be about 15 inches tall. This would make it easier to get around quicker ( May include more) I would also show them a drawing of the ideal environment my animal would live in. Checklist: Please include all of the following in your work. Feel free to add additional things. Be creative! -Animal Name -At least 5 different physical characteristics -Detailed drawing

-Explanation of where the animal lives and eats -A short story explaining how the animal adapted to its environment and WHY the adaptations (features) aid in survival While students are working, I will monitor their work and rotate around to students to answer questions that they may have. I will also have a few past student examples at hand, in case a student needs more of a visual representation/example. Questions for me to ask: -What is the name of your animal? Why? (I will go around and initial the name after the student provides a short explanation). -What is this feature for? -Why is that feature important? Once students have worked for about 10 minutes on creating their animal, I will encourage them to move on to the explanation part. Initially students will create a rough draft and they will have two peers edit it and provide feedback. After the students have done this, they will get in small groups and share their animal with their peers. To hold the students accountablethey will all have to fill out the sheet below for EACH group member. Animal Name 3 Adaptations on Animal Name: 1.

2. 3.

Name: 1. 2. 3.

Name: 1. 2. 3.

Name: 1. 2. 3.

Name: 1. 2. 3.

After students do their small group presentations, they will begin their short story. They will not finish it today, but they will be given time to work on it later on in the week. I will also show a couple student examples and provide another checklist.

Short Story Example: Once upon a time, there was a fierce animal who lived in the forests of Cuba, his name was Hank. Hank was a Cuban Birdgon. He was different than any other animal in Cuba. Hank was strong and qualified as one who was on top of the food chain. Hank had several unique features that were inherited from his parents. Over the many years that his family lived in the forests of Cuba, these features changed over time. The features helped his family adapt in its environment. These features made surviving easier. Hank did not randomly change his features, but over time, his family gained more features that made them more fit than the animal around their area. Hank has 10 brothers and sisters, and they are all just over 3 years old. At the age of 5, they will start reproducing. Typically each birdgon has two offspring (babies). Hank and his family will be survivors for a very long time. Short Story Checklist: ! You introduce your animal and the environment it lives in. ! You explain HOW your animal developed its features (adaptations) ! Your short story has a clear sequence (beginning, middle, end) ! You use appropriate language to describe your animal, the environment,

and the adaptations of the animal ! Your story includes AT LEAST one picture (drawn or printed)

Assessment: Students will turn in their animal creation, explanation, and short story for a final assessment. If needed, I will have a conference with the students to clarify any questions I may have after reviewing their assignment. I will provide feedback and give them additional chances to re-do their assignment if needed. I will encourage them to ask peers for assistance, or ask me for guidance in areas they need. Image Credits: Google, National Geographic