Brandy Beavers Science Oct. 3-Oct. 7, 2016a. Standard(s):b. S4L2: Students will identify facts that affect the survival or extinction of organisms such as adaptation,

variation of behaviors (hibernation), and external features (camouflage and protection).c.

Clear Learning Target(s):I can describe what an adaptation is.I can explain metamorphosis.I can discuss an animal’s basic needs.I can research animals using technology.

Vocabulary:*basic needs *climate *metamorphosis *shelter *oxygen *adaptation *camouflage *mimicry *hibernation *instinct *migration

Monday Tuesday Wednesday Thursday FridayStudents update table of contents from the board.

Opening:Science book pages A40-A45

-Review important vocabulary

Work time:Students will write

Students update table of contents from the board.*Kaleidoscope Today*

Opening:Science book pages A40-A45

Discuss basic needs of animals.

Students update table of contents from the board.

Opening:Review animal adaptations

What have we learned about animals and why they have adaptations?

Students update table of contents from the board.

Opening:Review animals that we researched yesterday.

Describe activity.

Work time:Students will choose one of the animals that

Students update table of contents from the board.

Opening:Use yesterday’s TOTD to begin discussion. Read fact and let students guess which animal it is.

definitions of important vocabulary words for this chapter.EXTENSION: Students will read the chapter. They will take notes on important information.

Closing:Class discussion- discuss examples of vocabulary words

Differentiation:SWD- will be in small group with Mrs. Beavers. We will use the glossary to match the definitions to the correct word. Students will draw a line to the correct definition.

Assessments:Formative- Completion of 5 definitions using

Work time:Students will complete a progress monitor activity using basic needs of animals.EXTENSION: Create your own animal and decide what basic needs it would need.

Closing:Students will go over the basic needs activity as a class. Teacher will check for understanding.

Differentiation:SWD- will be in small group with Mrs. Beavers. Mrs. Beavers will read the chapter and discuss with students to list basic needs.

Assessments:Formative- Basic Needs progress monitor activity

Work time:Students will work on chrome books today. They will research animal adaptations, and choose 7 animals to fill out the chart about.EXTENSION: Complete assignment by completing all 12 of the animals.

Closing:Share facts about your animals with a partner.

Differentiation:SWD- will work in small group with Mrs. Beavers help leading through this discussion. We will all work on the same animals.

Assessments:Formative- Adaptation chart

they researched yesterday to complete a “Creature Feature” on. They will research using chrome books.EXTENSION: Use the chrome book to look up pictures. Draw a picture of your animal.

Closing:TOTD: ONE interesting fact about your animal. Students will put answer on the back. We will use these tomorrow for opening.

Differentiation:SWD- will work in small group with Mrs. Beavers. They will all choose one animal, and she will assist in finding research.

Assessments:Formative- TOTD

Review activity/student expectations

Work time:Students will finish their “Creature Feature” today.EXTENSION: Write 5 interesting facts about your animal.

Closing:Students will hang their activity in the hallway for display.

Differentiation:SWD- will work in small group with Mrs. Beavers. They will choose one animal, and she

glossaryHomework: Camouflage Crossword Puzzle

will assist in finding research.

Assessments:Formative- Completed “Creature Feature”

Brandy Beavers Science Oct. 12-Oct. 14, 2016d. Standard(s):e. S4L2: Students will identify facts that affect the survival or extinction of organisms such as adaptation, variation of behaviors

(hibernation), and external features (camouflage and protection).f.

Clear Learning Target(s):I can describe what an adaptation is.I can explain metamorphosis.I can discuss an animal’s basic needs.I can research animals using technology.

Vocabulary:*basic needs *climate *metamorphosis *shelter *oxygen *adaptation *camouflage *mimicry *hibernation *instinct *migration

Monday Tuesday Wednesday Thursday FridayStudents update table of Students update table of Students update table of

No School- Fall Break No School- Fall Breakcontents from the board.

Opening:Review animal adaptations

Complete Feature Creature-Begin “On Defense” Activity

Work time:Students will complete feature creature today. EXTENSION: They will also begin “On Defense” activity.

Closing:Share your feature creature with a partner.

Differentiation:SWD- will work in small group with Mrs. Beavers. We will finish feature creature activity today.

Assessments:Formative- Feature

contents from the board.

Opening:Review directions for “On Defense” activity

Work time:Students will complete “On Defense” activity.Extension: Students will complete graphic organizer.EXTENSION: Students will use chrome books to begin a Study Island lesson on Adaptations.

Closing:TOTD: Name 3 animals and their adaptations.

Differentiation:SWD- will work in small group with Mrs. Beavers. She will read aloud the “On Defense” paper. We will work on this as a group.

Assessments:Formative- TOTD

contents from the board.

Opening:Review animal adaptations

-Final questions on animal adaptations

Work time:Students will assess on S4L2 today.EXTENSION: Students will use chrome books to complete a Study Island lesson on Adaptations.

Closing:Students will give their assessment a 1,2,3,4 based on understanding.

Differentiation:SWD- Based on their IEP, SWD will receive testing accommodations in small group setting.

Assessments:Summative: S4L2

CreatureHomework: Recognize Vocabulary Crossword Review

Assessment

Animal Adaptations Unit:

Differentiation: We have a diverse classroom, so we will be differentiating for SWD (Students with Disabilities) and AboveLL (Above Level Learners). See the grey and yellow highlighted area of the lesson plans for the differentiation of both types of learner.

Instructional Strategies: We will use different activities that reach each type of learner. We will be using hands-on activities, instructional technology, visual resources for explanation of standards (videos and resources for notebooks). AboveLL will also be working on extension activities.

Methods of Collecting Data: I will be using a pre and post assessment in this unit to measure growth. However, I will also use formative assessment of activities to guide my differentiation for small groups each day. I will give the pre assessment the Friday before we start the unit on Monday, and I will give the post assessment on the last day of the unit.

Assessments and Activities: I have included copies of all assessments and activities that we will use during this unit. Summative assessment will be the test at the end of the unit. Formative assessments will include the activities that are used to cover the material.