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Name: Date:
Objective(s): Students will be able to observe images of several different animals, belonging to different animal classes,
and be able to determine, using those images, with accuracy what animal classification said animal is based on using
specific inherited traits.
Assessment(s): Worksheet with animal images, all of varying animal classes (Mammals, Birds, Fish, Reptiles, and
Amphibians). Students will be grouped and each group will identify each pictured animal’s classification. Students will
then have to support their choices with at least one reason. Students will complete the worksheet and submit after the
lesson.
Lesson 2 Title: “The Importance of Camouflage”
Objective(s): Students will be able to identify the importance of camouflage, what camouflage is, and give reasoning as
to why camouflage is an important trait for survival for three different animals with the aid of technology.
Assessment(s): Students, with the aid of technology, will research three different animals who depend on the ability of
camouflage for survival. They will identify the three animals by name and list at least three reasonings as to why
camouflage is an important trait for survival for the three different animals they've chosen on a fill-in worksheet.
Lesson 3 Title: “Puppy Traits”
Objective(s): Students will be able to identify the reasons why animal offspring who share the same parents have varying
traits.
Assessment(s): Students will color in an image of a puppy. Each student will be provided the same colors, but can color
in the image as they wish. After they color in the image, the students will discuss in groups why they think traits vary
between puppy siblings, and will record their discussions on a worksheet. After the lesson on how traits are inherited and
why they vary, students will then write in their own words what they learned about varying inherited traits.
Names Date
11/22/19
Carlie Morrison
Central Focus Grade(s)
Identifying and understanding inherited traits, understanding similar organisms have varying 3rd
traits, and identifying animal classifications/species based on specific inherited traits.
- Be able to research and find evidence to show the important benefits that
the inherited trait camouflage provides to three different species.
- Be able to explain and identify why similar living beings have different
inherited traits.
- Be able to explain why canine offspring all have varying traits even if
they’re all from the same litter.
-Be able to identify and interpret traits that are found in mammals by
noticing differences among animals of the same species.
Math:
CCSS.MATH.PRACTICE.MP2. Reason abstractly and quantitatively.
ELA:
CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a
point of view with reasons.
4. Learning Objectives for By the end of the unit, students will be able to:
the Unit
-Students will be able to observe images of several different animals, belonging to
different animal classes, and be able to determine, using those images, with accuracy
what animal classification said animal is based on specific inherited traits.
-Students will be able to identify the importance of camouflage, what camouflage is,
and give reasoning as to why camouflage is an important trait for survival for three
different animals with the aid of technology.
- Students will be able to identify the reasons why animal offspring who share the
same parents have varying inherited traits.
5. Assessments & Criteria: -Worksheet with animal images, all of varying animal classes (Mammals, Birds,
Submit a copy of the Fish, Reptiles, and Amphibians). Students will be grouped and each group will
assessment with answer key identify each animal’s classification. Students will then have to support their choices
or rubric with at least one reason. Students will complete the worksheet and submit after the
lesson.
-Using technology, students will research and record the importance of camouflage.
Students will list at least three different animals who can camouflage and give three
different reasons how they benefit from camouflage. This will be recorded on a
fill-in worksheet. Whole class discussion will take place after the lesson to discuss
discoveries and findings.
-Students will color in an image of a puppy, each student will be provided the same
colors but can color in the image as they wish. After they color in the image, the
students will discuss in groups why they think traits vary between puppy siblings and
will record their discussions on a worksheet. After a lesson on how traits are
inherited and why they vary, students will write in their own words what they learned
about varying inherited traits.
12. Key Vocabulary 15a. Multiple Inherited: (of a quality, characteristic, or predisposition)
Word/Phrases Critical for meaning words derived genetically from one's parents or ancestors.
Achievement of Objective Camouflage: Hide or disguise the presence of (a person,
animal, or object) by means of camouflage. Cold-blooded: (of
a kind of animal) having a body temperature varying with that
of the environment; poikilothermic.
Family: All the descendants of a common ancestor.
Traits: A genetically determined characteristic
15b. Cross-discipline Classification: The arrangement of animals and plants in
general academic taxonomic groups according to their observed similarities
vocabulary (including at least kingdom and phylum in animals, division in
plants, and class, order, family, genus, and species).
15c. Subject-specific Mammals: A warm-blooded vertebrate animal of a class that
words used in this is distinguished by the possession of hair or fur, the secretion
discipline of milk by females for the nourishment of the young, and
(typically) the birth of live young.
Birds: A warm-blooded egg-laying vertebrate distinguished
by the possession of feathers, wings, and a beak and
(typically) by being able to fly.
Fish: A limbless cold-blooded vertebrate animal with gills and
fins and living wholly in water.
Reptiles:A vertebrate animal of a class that includes snakes,
lizards, crocodiles, turtles, and tortoises. They are
distinguished by having a dry scaly skin and typically laying
soft-shelled eggs on land.
Amphibians: A cold-blooded vertebrate animal of a class that
comprises the frogs, toads, newts, and salamanders. They are
distinguished by having an aquatic gill-breathing larval stage
followed (typically) by a terrestrial lung-breathing adult stage.
Species: A group of living organisms consisting of similar
individuals capable of exchanging genes or interbreeding. The
species is the principal natural taxonomic unit, ranking below
a genus and denoted by a Latin binomial, e.g. Homo sapiens.
Offspring: An animal's young
14.Learning Arrangement Whole class instruction during the Launch and Summarize portion of this lesson.
The Explore portion of this lesson will be done in groups of 5.
14a. Teacher Easel, Markers, Answer key, Computer access,
Materials & Whitebaord, Smartboard
Resources/Technology
15. Materials
14b. Student For each student: Pencils, Paper, Journal
Materials &
Resources/Technology For each group: Worksheet
PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.) Teacher asks students to raise their hand and share one 1.) Students will raise their hand and share one animal
animal class that they know about. The teacher will write class they know about when called upon.
correct responses on a whiteboard. 2.) Students respond to probing questions.
2.) If students do not provide enough information 3.) Students will answer the teacher’s question and
the teacher will use guiding questions to help the students. If will respond with answers like, “Mammals have hair.”
students do not know the information the teacher will provide and “Reptiles are cold-blooded!”
the answers after allowing students opportunities to figure it 4.) Students will be divided into groups of 5 and will
out on their own. work together to complete the worksheet.
3.) Teacher will write down five different animal classes (this
should include birds, mammals, reptiles, amphibians, and
fish). The teacher will ask students to list some traits found in
each animal class.
4.) After the students, with the teachers guidance, have added
at least 3 main traits associated with each animal class, the
teacher will separate the students into groups of 5. The
teacher will then hand out a worksheet to each group with
images of different animals. The students will work together
to determine what class the animals belong to and list at least
one reason to support their answers.
15b. Guiding Questions “What are the different animal classes that we know?”
“What are some traits that we know reptiles have?
“What are some traits that let us know an animal is a mammal?”
“What do we know about birds?”
“What traits do fish have?”
“What do we know about amphibians?”
15c. Differentiation Students who are hearing-imparied will be placed in the front of the class, close to
the teacher. The ELL students will be allowed to work together, if appropriate, or be
paired with a student who can support them. The ELL students can record
information in their journals using the language they are most comfortable using.
15d. Formative Assessment The launch will have no formative assessments.
(if applicable)
ANSWER KEY:
I know this because: I know this because: I know this because: I know this because: I know this because:
Sharks don’t feed Frogs start their Dogs have hair Parrots have Crocodiles have
their young with lives in the water or fur. feathers. scales.
milk. and then live on
land. Dogs are Crocodiles breathe
warm-blooded. Parrots have
Sharks don’t have wings. through lungs.
Frogs are
hair. cold-blooded. Dogs are born
alive. Parrots lay eggs. Crocodiles are
Sharks are Frogs hatch from Cold-Blooded .
cold-blooded. eggs. Dogs are fed milk
Parrots are warm
produced by the Crocodiles lay eggs.
blooded.
Sharks breathe mother's
with gills. mammary
glands.
PART 6: LESSON TWO “The Importance of Camouflage”
Total Time Allotted for 45 Minutes
Lesson
13. Instructional Model Launch-Explore-Summarize
14.Learning Arrangement This lesson will begin as whole class instruction. The students will work individually
while they research. This lesson will then be completed as a whole class instruction.
14a. Teacher Easel, Markers, Rubric, Computer access
Materials &
Resources/Technology
15. Materials
14b. Student For each student: Pencils, Paper, Computer access,
Materials & worksheet
Resources/Technology
PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students if they know anything 1.)The students will raise their hand and share what
about camouflage. they know about camouflage.
2.)The teacher will write one student’s, must be correct, 2.)Students will help the teacher define camouflage, if
response on the board. If the students do not know how to possible.
define the term, the teacher will define the term. The teacher 2.)The students will sit quietly and listen to the
may state: “Camouflage is an animal’s coloring or pattern teacher’s reading.
that helps it blend in with its surroundings!”. 3.)The students will raise their hand and share one
3.)The teacher will read the book, “Animals in Camouflage”, thing they learned or noticed from the reading.
by Phyllis Limbacher Tildes. 4.)The students each sit at a computer/ get technology
4.)The teacher will ask the students to share one thing they provided to them.
noticed or learned from the reading.
5.)The teacher brings the students to a computer lab/ supply
technology.
15b. Guiding Questions “Does anyone know what camouflage means?”
“Does anybody know why, for animals, camouflage is important?”
“Did you know that camouflage is actually an inherited trait?”
“Why do you think it’s important that animals have the ability to camouflage?”
15c. Differentiation ELL students may record in their journals in their native language. The student who
is hearing-impaired will be in the front of the class, close to the teacher.
15d. Formative Assessment The students answers to guiding questions will serve as the formative assessment.
(if applicable)
Animals The student failed The student The student The student
to identify any identified 1 animal. identified 2 animals. identified 3 animals.
animals.
Facts The student failed The student The student The student
to identify any facts identified at least 3 identified at least 6 identified 9 facts, 3
for each animal. facts. facts. for each animal.
Accuracy The information the The information the The information the The information the
student has student has student has student has
provided about their provided about their provided about their provided about their
animals are animals are animals are mostly animals are
inaccurate. somewhat accurate. accurate.
(Three or more accurate. (Two (One error) (No errors)
errors) error)
PART 6: LESSON THREE “Puppy Traits”
Total Time Allotted for 40 Minutes
Lesson
13. Instructional Model The Itakura Method (H-E-I)
14.Learning Arrangement The students will begin in pairs or small groups, this will be followed by large group
instruction.
14a. Teacher Easel, Markers, Answer key, Projector/SmartBoard
Materials &
Resources/Technology
15. Materials
14b. Student For each student: Pencils, Paper, Markers (in the colors
Materials & black, brown, and grey), worksheet
Resources/Technology
PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.) The teacher will handout the worksheets and the markers, 1.)Students will wait for teachers instructions.
each student will receive a black, brown, and grey marker. 2.)Students will color in their puppies, however they
2.)Teacher will instruct the students to color in their puppy wish, using only the colors provided to them.
images, however they wish, using only the colors provided to 3.)The students will listen to the teacher’s instructions.
them. The teacher will give students 5 minutes to complete 4.)The students will break into pairs, or groups of
their coloring. three.
3.)The teacher will then put up two images of adult dogs on a
projector/smartboard, one dog will be black and brown and
the other dog will be grey. The teacher will tell the students
that the dogs on the board are the parents to the puppies they
colored.
4.)The teacher will ask the students to get into pairs, or small
groups.
15b. Guiding Questions “Why do you think your puppy is different than theirs?”
“What do you think could be the reason as to why all of your puppies are different
when they have the same parents?
“Do you and your siblings look exactly alike?” (Follow up with, “Why not?”)
15c. Differentiation ELL students may record in their journals in their native language. The students who
are ELLs will be allowed to work together, if appropriate, or placed into a group that
will aid and support them throughout the process. The student who is
hearing-impaired will be in the front of the class, close to the teacher.The teacher
will write questions on the board for the hearing-impaired student.
15d. Formative Assessment The formative assessment will be the students discussions.
(if applicable)
LESSON PROCEDURE - EXPLORE
16. LESSON PROCEDURE: Explore
16c. Explore 17c. Explore
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students, they should be in pairs or 1.) The students will create hypotheses about why
small groups from the launch, to talk with each other about there are differences between their puppies.
why they think each offspring is varying in appearance when 2.)Students will write down one hypothesis as to why
they have the same parents. their puppies all look different. they will record this on
2.)The teacher will instruct the students, this will be on their their worksheets.
individual worksheets, to write down one reason why they 3.)The students will raise their hands and share their
believe each offspring has varying appearances. hypothesis to the class.
3.)The teacher asks the students to share their hypothesis with 4.) The students will listen to the teachers lesson and
the class. watch the video.
4.)The teacher will show this video:
https://www.youtube.com/watch?v=GqEConjFPvg.
Following the video, the teacher will give an age appropriate
lesson explaining why animal offspring have varying traits
when they share the same parents using this website:
https://www.generationgenius.com/inherited-traits-and-geneti
cs-for-kids/, to help explain the concepts.
16b. Guiding Questions “Can someone tell me one reason they think that animals, who share the same
parents, can look different?”
“What was one hypothesis that you and your group thought of?”
16c. Differentiation ELL students may record in their journals in their native language. The students who
are ELLs will be allowed to work together, if appropriate, or placed into a group that
will aid and support them throughout the process. The student who is
hearing-impaired will be in the front of the class, close to the teacher.
16d. Formative Assessment The students discussions/responses will be the formative assessment.
(if applicable)
“Inherited Traits: Science Lesson for Kids: Grades 3-5.” Generation Genius,
https://www.generationgenius.com/inherited-traits-and-genetics-for-kids/.
Coloring: The student did not color in their The student colored in their image.
image (or extremely sloppy).
Hypothesis: The student did not record their The student recorded their
hypothesis. hypothesis.
Restating: The student did not record one The student recorded one thing
thing they discovered from the they discovered from the lesson.
lesson.