Randi Rhodes Science/3rd Grade

Lesson #5 April 2, 2014/1:10PM

Learning Objective: Using physical movement, students will understand how physical and behavioral adaptions allow organisms to survive with an 80% accuracy. Alignment with Standards: Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. Indicator 3-2.2: Explain how physical and behavioral adaptations allow organisms to Survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals, and seed dispersal, color, and response to light for plants). SSCA Elements: Group work will be incorporated in the lesson to enhance social elements among classmates. Safety instructions will be given to keep the class injury free when introducing an activity where students must move around the class. EEDA Standard: Students will demonstrate a positive attitude toward work and the ability to work together. Competencies 2: Demonstrate cooperative work habits in a group. Developmental Appropriateness or Cross-curricular connections: The students have already been introduced to how the environments throughout the world support different plants and animals. This lesson will enhance their understanding of traits that animals and plants have to survive in the environment. In the 6th grade the students will learn a more in-depth lesson on the process, structures, and responses of plants that allow them to survive and reproduce. Assessment of the Objective: Lesson Objective Using physical movement, students will understand how physical and behavioral adaptions allow organisms to survive with an 80% accuracy. Use of Formative Assessment Pre- I will begin my lesson by By talking with the students asking students to tell me a before, during, and after the few animals that they know activity I will be able to see if that hunt other animals for the students comprehend the food. I will ask if they know traits of the animals and plants what the names are called for that allow them to survive. If the animal that hunts and the the students are having a hard animals that are hunted. time answer my questions During- After the first game is along with the handout over I will go back and ask questions then I know I will why they think it happened the have to go back and approach way it did and how it could be the lesson another way. different. During our second Assessment of the Objective

activity about insects there will be a handout that students will work together to complete. I will be walking around to make sure that each student understands clearly and stays on task. Post- For the first activity we will talk about why there were still the hunted left and talk about how animals in the environment survive. For the second activity, we will go over what each groups results were and go over the handouts together as a class. The students will write in a pen for the ones they get incorrect to let me know if they have an understanding of the concept.

Accommodations: My resource students will be paired in groups of four so they will have help getting through the activities. I will read the handouts aloud and explain the task in more detail so not only my resource students will benefit but the whole class will as well. Materials: Activity One: Cards descripting the adaptions Activity Two: (Per group of four) 1 flexible drinking straw 1 regular straw with one end cut diagonally to form a point 1 clothespin 1 clothespin attached to a small piece of sponge Paper torn and crumpled into small pieces 1 narrow-necked bottle containing water 1 cup containing water and cover with a paper towel taped securely over its opening 1 small bowl containing water 4 plastic or paper cups Procedures: Probing Question: How do traits that animals or plants adapt help them survive in an environment?

Connection: Students can go outside and actually find these insects or animals and experience how they survive. Teach: 1. To start the lesson off I will ask the students if they can think of animal that hunts for their food and what they hunt for. After a few students respond to the question I will ask if any of the students know what we call the hunted and the hunters. 2. I will explain to the class what we will be doing in our activity and stress to them that even though we will be playing a game it requires a lot of safety rules. 3. I will put the students into two groups, one group will be the hunters and the other group will be the hunted. 4. I will explain that the hunting group will need to eat the hunted group by simply tagging the students. Once the students in the hunted group are tagged they have squat down and remain in one place until the game is over. 5. Once the game has ended I will ask any surviving hunted to raise their hands. There should be none surviving. 6. I will introduce some adaptions into the game by giving out one card that has a description of the adaptions on it to six students on the hunted. I will explain that they must follow the directions on the card. 7. The game will begin again, but this I will have to call times at some point because some of the hunted will survive through the game. 8. After I call times I will ask the surviving hunted to raise their hand and I will ask them what the difference was between the first and the second game. 9. I will hold a class discussion to briefly go over what we just experienced and get them to tell me about an animal will adaptions. 10. Moving on the next activity, I will handout the materials that I have already prepared to each group. 11. I will talk about how different insects have adapted or changed over time to meet environmental changes, food source, etc. 12. I will have students share the different types of mouthparts on various insects that they have observed. 13. I will then handout the first activity sheet and each type of mouth and discuss how it works. I will show the students the four types of food sources. 14. I will explain how to capture water in a straw using a finger to indicate sucking. 15. I will explain the handout and have students make predictions as to which mouth is best suited to each food supply. I will explain the feeding period and how the lesson will go. 16. After students have tried each of the four mouthparts to collect their food, I will have them discuss their observations and come to a group conclusion as to which mouth is best adapted to each food source. (Fill it in on their handouts) 17. I will go over the handout and ask students to tell me what their group results were. 18. I will ask the students if they had any questions about adaptions of animals and insects and if they did not I will instruct them to clean off their desk and get ready for the next subject. Link: I could encourage the students to go home and tell (or even show) their guardians what they had learned about the animals and insects by demonstrating the different type of mouthparts. The students could walk outside and find any insect to watch how they eat or drink.

Activity Analysis: My first activity actively engages the students in the lesson by letting them act out how animals adapt in an environment. My hands-on learners will benefit greatly from this lesson because they are able to get up and room and experience what an animal would do in this situation. I am not using any technology in my first activity because the students are up moving and we will be holding a class discussion. For my second activity, I will also have the students actively engaged by allowing them to experience what insects have to go through to get food and water. Again, this will benefit my hands-on learners. For my visual learners, the handouts that they have to fill in as a group will benefit them because they have to write down the results. I will use the Elmo to display a large display of the handouts on the smart board so every student can follow along. I believe the students will really enjoy this lesson and be interested in the subject matter because they are going to be engaged. References: Materials from Cooperating Teacher (Mrs. Kennemore) Science S3 Third Grade Module 3-2.2 Common Core Standard Table Manners. AIMS Education Foundation