One Lesson Plan
Title: How animals adapt to their habitat.
Grade level: 3rd
Content area: Life science, habitats and adaptations
Amount of time to conduct the lesson: Three or four thirty minute sessions over one or two weeks
SC State Academic Standards addressed:
The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats.
3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.
Objective(s): The student will choose one animal to research and discover what adaptations allow this animal to survive in its habitat. The student will represent at least three characteristics of this animal dramatically, visually, or in a written paragraph to other students who will try to guess the animal described.
Materials: Books and magazines in the classroom and from the Library, computers with word processors and internet access, smart board and projector.
The following websites for research:
http://worldbiomes.com/
http://www.woodlands-junior.kent.sch.uk/Homework/adaptation.htm
http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
http://www.panda.org/about_our_earth/teacher_resources/webfieldtrips/hab_adaptation
Step by step procedures:
• Ask the students to recall different habitats which we have already studied. Type the habitats in a list in a word processer that is projected so everyone can see.
• Ask the students to name some animals from each of the habitats listed. Type the animals next to the appropriate habitat.
• Explain that the animals that live in one habitat (ex. the rainforest) could not live in a different habitat (ex. the Polar Regions) because it has not adapted to that environment.
• Ask the students what it means to adapt. Help them come to the conclusion that it means to make changes to help you adjust to your surroundings. Give examples of how animals have done this to adjust to their environments. (Ex. Squirrels know to collect nuts and seeds in the fall to store for food because in the winter they do not have access to food. Birds migrate during winter months so they can live where the climate is comfortable for them.)
• Tell the students they will be choosing an animal to research how it has adapted to its habitat. Share the books, magazines, and websites with the students so they can use them as resources.
• Then each student will write a “who am I?” paragraph from the point of view of the animal or make notes for a dramatic or visual interpretation of their animals behaviors and characteristics. They will describe the habitat and adaptations the animal has made to give hints about the animal’s identity.
• The “Who am I?” paragraphs, dramatic, and visual interpretations will be shared with the class so other students can figure out what animal each student has researched.
Assessment:
Formative: Is the student participating in group discussion? Is the student using the in class work time productively? Is the student being respectful and attentive while other students share their work?
Summative: Did the student use the available resources to learn something new about the animal? Is the student able to explain how the animal’s characteristics help it in its habitat? Does the student’s “Who am I?” paragraph or dramatic interpretation give enough information so other students can figure out what animal it is about?
Step 5 (U) – Use Information to Brainstorm Adaptations
Accommodations
• Provide a list of questions to students to help them know what to look for while researching (All kinds of minds, 2010).
• Explain clearly the expectations for how the students conduct research and present their information (Office of Special Education Programs, 2008).
• Provide students with a pre-made graphic outline to help them organize their information and guide their research.
• Make the resources easily accessible by selecting books which have useful information ahead of time and bookmarking specific websites.
• Introduce the research portion of the project and the presentation in separate steps so students can focus on one task at a time (Office of Special Education Programs, 2008).
• Encourage students to work together and share helpful resources to keep each other motivated and on task.
• Provide a timer so students can see how much time they have to work on their project (Office of Special Education Programs, 2008).
• Students can be provided with more time to complete their work or finish their project at home (Latham & Latham, 1991).
• Students can work in the library or another quiet environment is the classroom is too loud for them to concentrate (Latham & Latham, 1991).
• Play background music in the classroom to filter out distractive sounds (All kinds of minds, 2010).
• Establish a private signal with students who have difficulty staying on task to let them know when they are not focusing on their work (Parker, 2009).
• Allow students to move around often to gather resources and provide plenty of opportunities for students to get out of their seats (Parker, 2009).
• Allow students to choose their own animals so they can select and animal and environment that is interesting to them (Child Development Institute, 2010).
Step 6 (D) - Decide upon Adaptations
(UDL Principles 1 – 7)
• Explain clearly the expectations for how the students conduct research and present their information (Office of Special Education Programs, 2008).
• Provide students with a pre-made graphic outline to help them organize their information and guide their research (Office of Special Education Programs, 2008).
• Make the resources easily accessible by selecting books which have useful information ahead of time and bookmarking specific websites (Office of Special Education Programs, 2008).
• Provide a timer so students can see how much time they have to work on their project (Office of Special Education Programs, 2008).
• Allow students to move around often to gather resources and provide plenty of opportunities for students to get out of their seats (Parker, 2009).
• Allow students to choose their own animals so they can select and animal and environment that is interesting to them (Child Development Institute, 2010).
Step 7 (E) - Evaluate (case study) student progress
(UDL Principles 1 – 7)
• The student will be asked if he understands the requirements of the project and observed throughout the project to make sure he is on track.
• His outline will be observed to see if he completed it correctly and it reflects the same information contained in his final presentation.
• The student will be observed to see if he is using the available references.
• The teacher will check in on the student periodically and observe his project to make sure he is able to stay on task and complete his work in the given time.
• The student’s presentation will give evidence to whether or not he was able to complete the assignment and remained engaged with the project.
B. CWS Section III, Part B (key elements 3.A and 3.C):
Unit Assessment
The teacher will show pictures of several different plants and animals from around the world. She will ask the students to describe the differences between some of the organisms. Then she will ask them to describe the environments in which the organisms live. She will explain how the different organisms have adapted in order to live in their environment. The students will work individually to make a list of organisms and the physical characteristics of those organisms that help them survive in their environment. The students will then share their ideas in groups and each group will share one organism with the class. The teacher will collect the individual lists and assess the students’ prior knowledge of adaptations and environments.
After the unit, each student will create a visual representation of a specific habitat and include five different species that live there. It can be a drawing, model, or graphic organizer. The visual representation must include descriptions of the features of the organisms and the habitat that make them a good fit. The teacher will look for an understanding of the relationship between organisms and their habitats.
The teacher will provide Edward with an outline of the information he needs to find for his project and a timeline to give him a step by step guide to completing his project on time. Edward will be given opportunities to go with another student to the library to work complete specific tasks for his project. The teacher will check in to assess Edward’s progress regularly and will provide positive feedback for each step he completes.
CWS Section III, Part D (key elements 2.B):
Describe the key instructional activities, strategies, materials, and resources (including instructional technology), and indicate the lesson objectives (numbered according to the order in which they are listed in CWS Section III, Part A) that are addressed.
Activities/Strategies/Materials/Resources
(Key element 2.B) Unit Objective
Number(s)
Observing plants, forming questions 3-1.3
Creating a diagram, science books available, allow students to work collaboratively 3-2.1
Matching game, allow students to move around and play with various partners, students can play for various lengths of time 3-2.2
“Who am I” presentation. Books, magazines, and websites available. Provide graphic outline to help with research. 3-2.3
Annotated Bibliography
All Kinds of Minds. (2010). Reach more learners. Retrieved from:
http://www.allkindsofminds.org/reach-more-learners
All Kinds of Minds is a website that focuses on the importance of meeting the needs of all students. It has online modules, articles, case studies, and books available to provide teachers with the skills to help all students succeed. It encourages professional development opportunities and communication between educators through a blog and connections to other educational initiatives. It provides many easy to understand charts that indicate necessary sub skills, obstacles, and advice for a wide range of difficulties that students face.
Aronson, E. (2000). The Jigsaw Classroom. Retrieved from: http://www.jigsaw.org/
The Jigsaw Classroom is a website dedicated to explaining the “Jigsaw” technique of collaborative learning. It explains how the Jigsaw technique works, why it’s beneficial for students on a social and intellectual level, and tips for using it effectively in the classroom. In the Jigsaw model, students work with different groups, are given responsibility, listen respectfully, and share their own knowledge in order for the group to be successful. This website promotes the Jigsaw method as an effective strategy that is simple to learn, provides an efficient way for students to learn new content, and builds community.
Child Development Institute. (2010). Suggested Classroom Interventions for Children with ADD and Learning Disabilities. Retrieved from: http://www.childdevelopmentinfo.com/learning/teacher.shtml
The Child Development Institute provides information to parents based on current research and practical strategies for helping children reach their full potential. It covers development, psychology, health, advice for the classroom and home, and a section about kids and the media. While mostly aimed towards parents, it has lots of useful information for teachers, including the section Suggested Classroom Interventions for Children with ADD and Learning Disabilities. It provides many tips for helping students with ADD stay focused and suggests specific accommodations that can help with common behaviors. This website contains a lot of very useful information based on current psychological research.
Friend, M., & Bursuck, W. D. (2009). Pearson Custom Education: Inclusion Strategies. Upper
Saddle River, NJ: Pearson.
Inclusion Strategies is a collection of two chapters about planning and differentiating instruction to meet the diverse needs of students. It describes the steps of the INCLUDE process, which is a method of recognizing and accommodating all of the needs of students in a classroom. It describes the how to create an accommodating environment, the main components of classroom organization, various ways of grouping students, and the benefits of using a variety of material and instructional methods. It also goes into depth about how to make accommodations for individual students with mild and severe disabilities. It provides many examples of realistic classroom situations and effective strategies for dealing with them. This book is a comprehensive resource for educators about creating an inclusive environment.
Latham, P. H. & Latham, P.S. (1991). Attention Deficit Disorder in School: Teachers, Students,
and Parents. Cabin John, MD: National Center for Law and Learning Disabilities.
Attention Deficit Disorder in School in an article which provides an overview of Attention Deficit Disorder and the legal rights of diagnosed students for educators and parents. It includes a description of typical behavior of students with ADD and the laws which protect their right to an education. Possible accommodations for ADD students in the classroom are listed, including behavior management strategies. It also has suggestions of possible strategies ADD students can use to help themselves succeed in school. This article suggests that there are practical steps that educators and students can take to ensure that students with ADD can reach their full potential.
Parker, H.C. (2009). Adapt. Retrieved from:
http://www.addwarehouse.com/shopsite_sc/store/html/article4.htm
Adapt is a short article with helpful advice for parents and teachers about how to accommodate children with Attention Deficit Disorder to help them be successful in school. It provides simple accommodations that can be made to the classroom environment or teaching styles that will benefit the students. It suggests strategies for helping students in several different categories including mood, academic skills, inattentiveness, impulsiveness, organization, compliance, and social activities. The recommended strategies are very simple to implement in the classroom.
RMC Resource Corporation. (2010). The Teachers’ Internet Use Guide. Retrieved from: http://www.rmcdenver.com/useguide/
This website is a resource for teachers about how to use available internet sources in creating effective lesson plans and assessments. It provides a step by step guide to creating a lesson plan that contains all the necessary elements. It also helps teachers plan lessons around specific content and using internet resources as part of the material. There is a section that covers how to communicate expectations to students and create appropriate and effective assessments. While the website is based on Texas state standards, it can be a helpful guide to teachers anywhere.
Salend, S.J. (2010). Creating inclusive classrooms: Effective and reflective practices (7th ed.).
Upper Saddle River, NJ: Pearson.
Creating Inclusive Classrooms is a comprehensive guide to including students of diverse needs and backgrounds into the mainstream classroom. It describes the laws and regulations that require schools to provide a least restrictive environment for students with special needs. It describes the features of inclusive environments which value collaboration, communication, acceptance, and positive behavior. It explains the process for identifying students with special needs and developing an IEP to help them be successful in their schooling. It provides teachers with practical strategies to include all types of learners and students of culturally, ethnically, and socially diverse backgrounds. And it offers methods of differentiating instruction for various areas of the curriculum. This book offers educators a detailed guide to inclusion and provides many other useful resources.
Thompson, S., & Thurlow, M. (2002). Universally designed assessments: Better tests for everyone! (Policy Directions No. 14). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Universally designed assessments: Better tests for everyone! is an article that discusses the problems of traditional forms of assessment and the importance of using assessments based on the ideas of universal design. It describes the features of universally designed assessments that make them accessible, inclusive, and unbiased. It discusses what kind of accommodations need to be in place to allow all students the ability to understand what is expected of them and the opportunity to express what they know. Universally designed assessment is necessary to provide equal educational opportunities to all students.
Office of Special Education and Rehabilitative Services, Office of Special Education Programs.
(2008). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional
Strategies and Practices. Washington, D.C: U.S. Department of Education.
This report released by the U.S. Department of Education provides educators with information about how to identify students with Attention Deficit Disorder and strategies to provide successful instruction to these students. It discusses the successful components of instruction for ADD students. It describes practices for introducing, conducting, and assessing lessons in ways that are helpful to students with ADD. It also offers strategies for behavior management, seating arrangements, useful instructional tools, and effective ways to set up the physical classroom environment. This report provides strategies for creating the least restrictive environment for students with ADD that is required by law.
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