KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

Teacher Candidate: __Demi Ogozalek Date: _______11/11/13_& 11/12/13_________

Cooperating Teacher: _________________________________Coop. Initials: ________________

Group Size: __20 students____ Allotted Time: __Day 1:45 minutes/Day 2:45 minutes__Grade Level: _2nd______

Subject or Topic: _____Lesson 3 “Animal Adaptations”_____________Section: _____________________

STANDARD: (PA Common Core):

4.1.2.D Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival.

1.5.2.F: Use grade appropriate conventions of language when writing and editing.

I. Performance Objectives (Learning Outcomes)

A. Students will identify and describe the different types of adaptations by matching the definitions to the adaptations and completing the inquiry sheet.

B. Students will use appropriate conventions of language by completing entries and peer editing their habitat journals.

II. Instructional Materials

A. Snake Camouflage picture

B. Examples of camouflage, mimicry, physical adaptation, hibernation, and migration.

C. Definition worksheet

D. Scissors

E. 40-50 pipe cleaner animals made from 4-8 different colors of pipe cleaners

F. 10 (1 for every pair of students) Data sheets

G. After Inquiry Work sheets

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite skills

1. The elements of a Pennsylvania’s habitat.

2. Types of Pennsylvania’s habitats.

3. How to “Think-Pair-Share”

B. Key Vocabulary

1. Adaptations- Anything about animals that help them survive in their habitat.

2. Camouflage- Some animals blend into their environments to protect themselves from enemies.

3. Hibernation - Some animals go into a deep winter sleep in which their body activities slow down and they can live off stored food

4. Mimicry- Some animals look like other animals to avoid being eaten. This adaptation helps protect them from their predators.

5. Migration- Some animals go on a long-distance journey from one place to another as seasons change.

6. Physical Adaptations- Physical features of plants and animals help them survive in their climate, allowing them to gather food, and reproduce

C. Big Idea- Animals survive in their habitats in Pennsylvania with different types of adaptations; camouflage, hibernation, migration, mimicry, and physical adaptations.

IV. Implementation

A. Introduction –

1. Start off by putting the camouflage image on the smart board. Call all the students up to the smart board by quietest table.

a. Explain to the students there is an animal in this picture. Say you have to look very closely to find the picture, without talking to the students around you can you find the animal?

i. Give the students time to look at the photo. Ask if anyone could find the animal. If no one can find the animal circle the snake at the bottom right hand corner of the screen.

b. Ask the students to turn and talk to a partner to see if they know what it is called to blend into the environment like the snake?

i. Explain to the students people wear this hunting and in the army to blend into the environment.

ii. If the students do not know tell them it is camouflage and it is an animal adaptation and as a class we are going to learn about adaptations today, but first we will review!

c. Have the students turn and talk to their partners to answer the question, “What is one of the four habitats in Pennsylvania?”

i. Ask four students and look for the answers (forest, lakes, ponds, wetlands)

d. Ask the students to turn to their partners and both tell each other an animal that we can find in each habitat.

i. Listen to the students discussions.

e. Ask the students if all the habitats in Pennsylvania are separate.

i. Ask a student and if they answer no, ask why. If the student answers yes cue back to the classification of animals and ask how many places did we classify fish?

f. Tell students we are going to look at all the types of animal adaptations. Call students back to their seats by quietest row.

B. Development –

A. Have the students turn to the smart board. Write adaptation on the board and have the students in pairs discuss what an adaptation is.

1. Give the students clue of what adaptations they might have, for example, glasses, winter coat, hat, etc.

2. Ask for a student volunteer to explain what they think an adaptation is.

B. Write and say the definition of adaptations- Anything about animals/plants that help them survive in their habitat.

C. Next tell the students there any different types of adaptations and animals can have one or more of the adaptations.

D. Explain our first adaptation is camouflage, have the students think back to the snake picture from the beginning, and ask the students if anyone can tell the teacher the definition.

1. Call on a student to see if they have the answer, if not explain and write the definition of camouflage (refer to the top)

2. Show the example photograph of camouflage attached.

E. Explain the adaptations mimicry, physical adaptations, hibernation, and migration just like the camouflage and show each example.

F. After going through all the examples hand out the “Adaptations worksheet”. Explain to the students they have to cut out the definition and match it to the correct adaptation vocabulary word. Once they have the definitions in place the students have to have two different students check their answers. Once two students have checked their peers work the students can glue the definitions next to the vocabulary word.

During this activity the teacher will circle the room and provide assistance when needed.

DAY 2

A. Have the students turn and talk to their partners and have them discuss the adaptations we learned last time and the definition for each.

1. Ask the students until all the adaptation are named, and a definition of each in the own student’s words are given.

B. Explain to the students we are going to do an inquiry about camouflage. Tell the students Each pair will have a data sheet and will work together to find the pipe cleaner animals along the trail. Students will record information about the color of the animal, its background and its distance from the trail on the data sheet. Students have 10 minutes to complete the length of the trail and find as many animals as they can

C. Break the students into pairs and pass out their “Inquiry Data Sheet” one for each group.

D. Line the students up the quietest table.

E. Head outside to the trail of pipe cleaners. Start the inquiry.

F. Once 10 minutes is up, blow your whistle to call the students back and line up.

G. Have the students sit next to their partners and pass out the “After Inquiry” worksheet. Each student has to fill one out but they can work with their partner to refer to the data sheet.

H. Circle around the room and make observations and assist the students if needed.

I. Collect the “Inquiry Data Sheet”

J. Go over the answers orally with the students. Ask the students for their reasoning and evidence.

C. Closure –

A. Pose examples of each type of adaptations to the students and ask them for an answer for each.

B. Have the students turn to a partner and explain which pipe cleaner was the hardest to find and why.

1. Ask for a volunteer.

C. Ask the students if they can name an animal in Pennsylvania that has an adaptation.

1. Ask for two volunteers. If anyone cannot come up with one explain the hibernation of a bear or the migration of the geese.

2. For homework have the students with their parents find one animal in Pennsylvania that has an adaptation and why.

D. Explain to the students next class we will be looking learning about what happen to animals in Pennsylvania when their environment changes.

E. Remind the students to write an entry into their Habitat Journals.

D. Accommodations / Differentiation -

A. Teach in a variety of methods, by teaching to many different types of learners.

B. Have Roger sits closer to the screen on the corner.

C. Always have bigger aisle for easier access.

D. Having pipe cleaners blend in areas accessible everyone including Roger.

E. Planning ample time for everyone to get in and out of the building.

F. When Roger has a partner have them sit in a chair next to Roger so when they are discussing things Roger and his partner are at the same level.

E. Assessment/Evaluation plan

1. Formative-

A. The first formative assessment is having the students cut and paste the definitions of the different adaptations to the correct vocabulary word.

B. The second formative assessment is the inquiry data sheet and the after inquiry sheet.

C. The third formative assessment is listening and observing the students Think-Pair-Share responses

2. Summative-

The summative assessment for this lesson would be the entry the students complete for homework in their habitat journals that will be collected at the end of the unit.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

Performance written after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to questions recorded after lesson is taught.)

1. How can this lesson be improved?

2. Will the students be able to find animals in Pennsylvania with adaptations?

3. Will the students answer the after inquiry correctly?

VI. Resources

http://www.bioed.org/ECOS/inquiries/inquiries/FCCamo.pdf

CAMOUFLAGE

MIMICRY

PHYISCAL ADAPTATION

HIBERNATION

MIGRATION

NAME: __________________________________________Directions: Cut out the definitions and paste them next to the vocabulary word that fits.

Adaptation Definitions

Some animals look like other animals to avoid being eaten. This adaptation helps protect them from their predators.

Some animals blend into their environments to protect.

Some animals go into a deep winter sleep in which their body activities slow down and they can live off stored food.

Physical features of plants and animals help them survive in their climate, allowing them to gather food, and reproduce.

Some animals go on a long-distance journey from one place to another as seasons change.

Snake for introduction.

Adaptations Vocabulary Words

Name:_______________________________________________________________________

Directions: Paste the adaptation definition to the vocabulary word that matches.

1. Hibernation:

2. Mimicry:

3. Camouflage:

4. Physical Adaptations:

5. Migration:

Name: _________________________________________________________

Directions: Answer the questions based on the camouflage inquiry. 1. What color did you find the most? Why do you think that is? 2. Were multicolored pipe cleaner animals easier or harder to find? Why do you think that is? 3. What background color did you find the most pipe cleaner animals on?

4. What color of pipe cleaner was the hardest to find? Why? 5. At what distance was it easiest to find the pipe cleaners? Why?

6. On the back of this paper or below draw a camouflaged animal (real or imagined) and the environment where it is best camouflaged