Advanced Academic Services Austin Independent School District

GT Differentiated Exemplar Lesson

Grade Level: 5 Subject Area(s):

__ Reading, Writing,

__ Mathematics

X Science

__ Social Studies

TEKS/Student Expectations:

Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 5.3C draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: 5.10A compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

Title: Animal Adaptations

Essential Question(s):

What are adaptations and how do they help organisms survive? What are some examples of plant and animal adaptations? How are some animals better suited to live on land than others? How are some organisms better adapted to live in the water?

Assessment(s):

__ Pre-Assessment __ Formative X Summative

GT Scope and Sequence Skills:

(Aligned with 21st

Century Skills Framework & College and Career Readiness Standards)

X Creative Thinking

__ Critical Thinking

X Communication

X Research

Student Learning Styles:

__ Auditory

X Visual/Spatial

X Kinesthetic

__ Other

Elements of Depth and Complexity:

X Language of the Discipline

__ Details

__ Patterns

__ Trends

X Rules

__ Ethical Considerations

__ Unanswered Questions

X Over Time

__ Different Perspectives

X Big Ideas

Lessons and Activities

X Whole Class __ Small Group X Independent Activity

PART ONE: Whole Class:

Resources:

Discovery Education weblink - Animal Adaptations Grades 3-5 search results

Advanced Academic Services Austin Independent School District

Teach about animal adaptations – physical and behavioral and how animals use their adaptations for survival. Use the resource options to the right – Discovery Education video and the Science textbook. Introduce the Animal Adaptations Project Menu choices (see attached below). With the tic-tac-toe menu, students must complete three projects forming a tic-tac-toe across or down (not diagonally). These menu choices are designed to help students develop a deep understanding of animal adaptations and their habitats. The quiz show option will help students review adaptations and biomes. On Grade Level: Students work to complete three of the projects on the Animal Adaptations Project Menu, making sure to include both physical and behavioral adaptations in their project information. GT Level Group: Students work to complete three of the project on the Animal Adaptations Extensions Project Menu, making sure to include both physical and behavioral adaptations in their project information. The two different projects in this menu are the “Research Animal Vision” project which requires students to research and create a project about animals that have unusual vision adaptations and “Write a Report” which requires students to research and learn about different types of cave animals – Trogloxenes, Troglophiles, and Troglobites. You may decide to allow this group of students to not complete a tic-tac-toe, but to choose 3 projects from the menu, so they include one of these two differentiated projects but have some flexibility in the other projects they complete. The “Write a Report” project option is a PBL assignment from STEMScopes. Whole Class: Have students share their projects in small groups or whole class.

Full Video: “Animals Around Us: Animal Adaptations: What Are They?” HMH ScienceFusion, Unit 12, Lesson 1 “What are the Physical and Behavioral Adaptations?” Project Cube Pattern (see attached below) Excerpted from Westphal, Laurie E. “Differentiating Instruction With Menus: Science”. Prufrock Press, Inc. Project Materials: Poster board or large construction or tag paper Cardstock for project cube Netbooks Powerpoint or Prezi Shoebox (or small box) and supplies for diorama

Advanced Academic Services Austin Independent School District

Animal Adaptations Tic-Tac-Toe Menu

Check the boxes you plan to complete. They should form a tic-tac-toe across or down.

All products are due by _______________________________.

NOTE: When working on your projects below, make sure to include both physical and behavioral adaptations in your final products.

Develop a Demonstration Create a demonstration that describes the differences between behavioral and physical adaptations. Give an example of each. How are they alike and how are they different?

Make a Poster Research 5 different adaptations that animals have that help them survive in their environment. Make a poster that includes explanations and diagrams/pictures to post in the classroom.

Draw an Animal Choose either the desert or forest biome. Create a make-believe animal that could survive there. Draw a picture of the animal and label its adaptations and what the adaptations are used for.

Draw a Mind Map Draw a mind map that presents the different adaptations that animals have in the desert, tundra, and forest. In the mind map, include the animals, the adaptations, and the aspects of the environment that affect the adaptation.

Free Choice

(Fill out your proposal form before beginning the free

choice)

Create a Cube Create an activity cube that has 6 different adaptations. Each side of the cube should include on adaptation, a description of the adaptation, and a drawing of an animal with that adaptation.

Design a Diorama Design a diorama of a biome. In the diorama, include and label at least 3 living things with specific adaptations for that biome.

Prepare a Speech Scientists can introduce a species into a new habitat to help control a local organism’s out-of-control population. Scientists are thinking of introducing a variety of Barn Owls in Texas cities to try and control the cockroach problem. Could this be successful? Prepare a speech that discusses your opinion and explains why or why not.

Prepare a Powerpoint Presentation

Prepare a quiz show Powerpoint presentation that can be presented to the class. It should contain pictures of animals with adaptations and be presented to the class in such a way that classmates can guess what adaptations the animal has and what habitat or biome that animal calls home.

Adapted from Westphal, Laurie E. “Differentiating Instruction With Menus: Science”. Prufrock Press, Inc.

Advanced Academic Services Austin Independent School District

Animal Adaptations Tic-Tac-Toe Extensions Menu

Check the boxes you plan to complete. They should form a tic-tac-toe across or down.

All products are due by _______________________________.

NOTE: When working on your projects below, make sure to include both physical and behavioral adaptations in your final products.

Develop a Demonstration Create a demonstration that describes the differences between behavioral and physical adaptations. Give an example of each. How are they alike and how are they different?

Write a Report Research and write a report on

blind cave animals and Troglobites. Use the background information provided to focus your research. In your report, make sure to answer the questions given.

Draw an Animal Choose either the desert or forest biome. Create a make-believe animal that could survive there. Draw a picture of the animal and label its adaptations and what the adaptations are used for.

Draw a Mind Map Draw a mind map that presents the different adaptations that animals have in the desert, tundra, and forest. In the mind map, include the animals, the adaptations, and the aspects of the environment that affect the adaptation.

Free Choice

(Fill out your proposal form before beginning the free

choice)

Create a Cube Create an activity cube that has 6 different adaptations. Each side of the cube should include on adaptation, a description of the adaptation, and a drawing of an animal with that adaptation.

Research Animal Vision Research animals that have eyes in unusual locations on their bodies or animals that have compound eyes. Create a presentation of your choice that shows what you have learned.

Prepare a Speech Scientists can introduce a species into a new habitat to help control a local organism’s out-of-control population. Scientists are thinking of introducing a variety of Barn Owls in Texas cities to try and control the cockroach problem. Could this be successful? Prepare a speech that discusses your opinion and explains why or why not.

Prepare a Powerpoint Presentation

Prepare a quiz show Powerpoint presentation that can be presented to the class. It should contain pictures of animals with adaptations and be presented to the class in such a way that classmates can guess what adaptations the animal has and what habitat or biome that animal calls home.

Adapted from Westphal, Laurie E. “Differentiating Instruction With Menus: Science”. Prufrock Press, Inc.

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Advanced Academic Services Austin Independent School District

Process Assessment

Teacher observes the following:

Collaborative Work Skills : Process Assessment

CATEGORY Consistently Occasionally Often Struggles with Expectations

Problem-solving Actively looks for and suggests solutions to

problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is

willing to try out solutions suggested by

others.

Does not try to solve problems or help others solve problems.

Focus on the task Consistently stays focused on the task and what needs to be done.

Very self-directed.

Focuses on the task and what needs to be done

most of the time.

Focuses on the task and what needs to be done

some of the time.

Rarely focuses on the task and what needs to be done.

Contributions Routinely provides useful ideas when participating in the

group and in classroom discussion. A definite

leader who contributes a lot of effort.

Usually provides useful ideas when participating in classroom discussion.

Sometimes provides useful ideas when

participating in classroom discussion.

Rarely provides useful ideas when participating in

classroom discussion. May refuse to participate.

Product Assessment You are encouraged to design your own rubric. Below are useful links to support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics for Teachers: http://www.rubrics4teachers.com/