Lesson Plan Format ITE 323

Name: Abigail Andres Title/Grade: Animal Adaptations/grade 3

Lesson Overview
In this lesson students will explore the concept of adaptation. They will explore, predict and
make generalizations. The essential question is What is adaptation and why is it
important for animals to have adaptation?

Enduring Understanding/Essential Question
Enduring Understanding: Adaptation is a change in structure, function, or form that
improves the chance of survival for an animal or plant within a given environment.
Essential Question: What is adaptation and why is it important for animals to have
adaptation?

Standard/Benchmark:
SC.3.4.1 cells, tissues and organ systems: Compare distinct structures of living things
that help them to survive

Assessment Task/Criteria:
Students will have a class discussion to deepen their understanding of adaptation and how it
helps animals to survive. Students will then do a drawing activity in which they create their
own unique animal with special adaptations to survive in a specific habitat. They will also write
a descriptive paragraph with information about their animal and the different adaptations that
their animal has that helps them to survive in their habitat.

Active Learning Strategies (detailed, step by step, key questions in bold print)

Day 1
Introduce lesson to class
Say: Today we are going to be learning about adaptation.
*For the following questions have the students discuss in table groups and then ask for
volunteers to answer the question. Promote deeper understanding and reflection by
asking questions about their answers to enhance details. Allow students to form their own
understanding of the concepts and aid in their learning through facilitation.
Ask: What is adaptation?
o Adaptation is a change in structure, function, or form that improves the chance
of survival for an animal or plant within a given environment.
Say: Animals adapt in two different ways. They adapt physically and behaviorally.
Ask: What does physical adaptation mean?
o Physical adaption is some type of structural modification made to a part of the
body.
Ask: What does behavior adaptation mean?
o Behavioral adaptation is something an animal does - how it acts - usually in
response to some type of external stimulus.
Ask: What is mimicry?
o Mimicry is when one animal copies the appearance, actions, or sounds of
another animal.
Camouflage activity:
o Draw and cut out different animals and sizes of those animals.
o Color the animals and tape it to in certain areas to camouflage it into the
classroom.
o Allow students a few minutes to explore the classroom and look for the
camouflaged animals.
Ask: What is camouflage?
o Camouflage is concealing the identity of something by modifying its
appearance.
Camouflage activity:
o Draw and cut out different animals and sizes of those animals.
o Color the animals and tape it to in certain areas to camouflage it into the
classroom.
o Allow students a few minutes to explore the classroom and look for the
camouflaged animals.
Ask: What is hibernation?
o Hibernation is where animals are inactive for a long period of time and sleep
during winter.
Say: "Now we will be doing a drawing activity. You will create your very own animal
with special adaptations. Using your knowledge of animal adaptations and your
imaginations, you should create a brand new animal with a special adaptation for a
specific habitat. You will also write about how that adaptation helps the animal survive.
You should be able to explain why you chose your animal and how its new adaptation
helps the animal.
o Show example of an imaginary animal with adaptations.
Give students 30 minutes to draw and write about their animal.
o When the children have decided upon an animal, they should color and "design"
the animal, giving it a name. When the children have finished designing their
animal, they should then write a paragraph about why this new adaptation will
help the animal. This will help develop critical thinking about the why and how of
animal adaptations.
After the students are done drawing have some students come up to the front of the
class to share their new animal and talk about their adaptations.
To close, have a discussion about what students learned about adaptation and examples
of adaptation. Also address any questions students have about adaptation.
Pass out Exit Pass on Animal Adaptations
Collect all papers

Duration: 1 day/90 minutes

Materials:
Computer paper
Crayons/markers



Assessment Rubric:
Points Description
3 Student was highly engaged in class and group discussions; demonstrated solid
understanding of the topic; created a unique and colorful drawing that met the
stated criteria and wrote a descriptive paragraph about their animals adaptations.
2 Student participated in class and group discussions; demonstrated understanding
of the topic; used research materials with little teacher supervision; created a
somewhat unique and colorful drawing that met most of the stated criteria and
wrote a somewhat descriptive paragraph about their animals adaptations.
1 Student participated minimally in class and group discussions; demonstrated little or
no understanding of the topic; were unable to use research materials without
teacher supervision; created an incomplete drawing that met little to none of the
stated criteria and wrote an incomplete paragraph that lacks details about their
animals adaptations.


























Exit Pass

1. What does adaptation mean?






2. Why is it important for animals to have adaptations?







3. What are some adaptations that animals have?







Exit Pass

1. What does adaptation mean?






2. Why is it important for animals to have adaptations?







3. What are some adaptations that animals have?



Reflection Questions:

1. What happened during my lesson? Describe in detail the events that took place during your
lesson.

To begin my lesson I first asked my students what is adaptation. I then asked my
students about different examples of adaptations such as hibernation, mimicry, and
camouflage. Through each concept I first had the students table talk about what they think
those concepts mean and then share out loud in whole class discussion. With each answer that
the students said I asked questions about their answers such as how do chameleons
camouflage and why do bears need to hibernate. This promoted deeper and critical thinking
and inquiry about the concepts. After students shared their ideas and understandings I then
explained and defined each concept. Before we talked about the concept of camouflage I made
different animals and camouflaged them in the room while the students were at recess. I then
allowed students to explore the classroom and find the camouflaged animals. The students
were able to find some but not all of the camouflaged animals. After they explored the
classroom we talked about the activity and asked questions. For example, I asked the students
why they couldnt find some of the animals. This promoted inquiry and they were able to
connect what they did to their understanding of what camouflage is. I then explained the
drawing activity that the students would do. I modeled the activity with my own drawing and
explained how the adaptations of my animal will help it to survive its habitat. I then walked
around and monitored students as they worked. I helped students who were struggling and
answered any questions they had regarding the activity. As I walked around I questioned
students and their drawing to check if they are on task. After students were done with their
drawing and description I had some students share their drawing. When each student was
done presenting I asked the class questions about the students drawing to check for
understanding and engagement. We then had a class discussion to review about what they
learned. I then passed out exit notes to assess students understanding of the lesson.
2. What did I do in my lesson to promote inquiry?

Most of my lesson revolved around questioning. Questioning helps promote inquiry and
allows students to deepen their understanding. I asked my students about what they think the
following adaptations means; adaptation, physical adaptation, behavioral adaptation,
hibernation, mimicry, and camouflage. Through each concept I first had the students table talk
about what they think those concepts mean and then share out loud in whole class discussion.
With each answer that the students said I asked questions about their answers such as how do
chameleons camouflage and why do bears need to hibernate. This promoted critical
thinking and inquiry about the concepts. Through my questioning, it made my students want to
ask more questions and learn more about the concepts.
3. What did the students learn? How do you know?

The students learned about adaptation and how it is a change in structure, function, or
form that improves the chance of survival for an animal within a given habitat. They learned
about different types of adaptation which are physical and behavioral. They also learned about
different examples of adaptations such as mimicry, hibernation and camouflage. Students
showed understanding by creating a new animal with special adaptations for a specific habitat.
They then had to write a descriptive paragraph about how and why the adaptions will help the
animal survive. This helped to develop students critical thinking about the why and how of
animal adaptations. Students also completed an exit pass that assessed students
understanding of the concept.
4. How did they interact with each other and with me?

Students were actively engaged and interacted with me through answering questions
and asking questions. They were receptive to the activities that I had planned for them to
deepen and enhance their understanding. Throughout the lesson, they told me they had fun
learning and participating in the lesson especially when they participated in the camouflage
activity and drawing/sharing of their animal. Students interacted with each other by discussing
with their table groups about what they think each concept means. They also were engaged
while students shared their animal and description. They listened to their classmates and
supported their classmates by saying you got this or good job. Students also asked and
answered questions about their classmates drawing.
5. What did I learn about myself as a teacher? How could I improve this lesson?

I learned that it is possible for me to plan and implement a lesson that promotes inquiry.
In the beginning, I had a hard time thinking of a lesson that promotes inquiry. Throughout the
process, I consulted and worked with my mentor teacher to plan a lesson that promotes inquiry
while sticking with what the students are learning about in science. When my mentor teacher
told me that the students are going to be learning about animals and different habitats, I didnt
know how I will incorporate inquiry into this. I learned that asking students questions and
promoting deeper thinking which allows students to ask questions as well is a form of inquiry. I
also learned that creating a supportive and positive learning environment is essential to the
success of a lesson. When students know that they can freely express their ideas and ask
questions it allows students to learn and deepen their understanding. I could improve this
lesson by allowing time for students to ask questions and clarify their understanding of their
task when it came to the drawing/writing activity. As soon as I told students to get to work, a
lot of them came up to me and had a lot of questions/comments on what they had to do. By
allowing students to first ask questions it will lessen the confusion for students and allow me
more time to monitor and observe students at work.