Cooney, Timothy. Scott Foresman Science. Glenview, IL: Pearson/Scott Foresman, 2006. Print

Lesson Title How Do Animals Adapt?

By: Ja-Ronika D. Luter

Instructional Chris Gibler Coach

Brief This series of lessons will give students a better understanding of how Description animals adapt or change to their environment for survival and reproduction. The students will be introduced to new vocabulary words and have a chance to participate in inquiry based activities to reiterate this topic. Students will then take their knowledge of how animals adapt by listening to a PowerPoint and elaborate further on one characteristic of adaptations, migration. We will discuss what animals migrate and they will get a chance to research a migrating animal and share with their classmates. We will take what we know about adaptations and assimilate our learning about migration by studying which animals migrate and where they migrate to. Students will also use the Journey North website to see migration paths of animals and how seasonal change affects animal migration.

Grade Level 4th

Essential  How do animals, over several generations, adapt to their environment? Questions What specific qualities are animals born with to be able to survive in their ecosystem? Will animals have to leave their environment at anytime to survive? When and why do animals migrate to their new environment?

Student 41Aa. Identify the ways a specific organism may interact with other Learner organisms or with the environment Goal/Objectives 43Cb. Identify specialized structures and senses and describe how they help animals survive in their environment

43Cc. Identify internal cues and external cues that cause organisms to behave in certain ways

43Cd. Predict which plant or animal will be able to survive in a specific environment based on special structures or behaviors.

71Ba. Make qualitative observations using the five senses 83Ab. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member.

Featured Scott Scott Foresman 4th grade Quick Study Workbook Foresman’s Textbook  Tudley Didn’t Know By: John Himmelman Featured  Migration By: Monica Hughes Picture Books  Amazing Animal Journeys By: Liam O’Donnell  Animal Adaptations for Survival By: Elizabeth Rose  Animals Migrating By: Etta Kaner & Pat Stephens

Time Needed 5-6 days (45 minutes approximately each day) Academic Vocabulary  adaptations- physical feature or behavior that helps an Words animal get food, protect itself, move, or reproduce  camouflage- a color or pattern that matches the surroundings and helps hide something.  develop- to grow  evolution- change in the gene pool from generation to generation  hibernation- to spend the winter in a sleeplike state, with heart rate and breathing rate slowed down  imitate/mimic- to copy someone or something  migration- movement from one place to another to fill a need  survive- to continue to exist  inherited- to possess (a characteristic) through genetic transmission  instinct- behavior that happens naturally and don’t have to be learned  learned behavior- behavior that must observed and copied taught  physical adaptation-are body structures that allow an animal to find and consume food, defend itself, and to reproduce its species.  chemical defenses- venom, ink, sprays  ecosystem- a system formed by the interaction of a community of organisms with their environment.  climate-generally prevailing weather conditions of a region

Depth of Level 1- Recall Knowledge  Describe the features of a place or animal during their presentation.

Level 2- Skill/Concept  Understanding that an animal’s environment and adaptations can affect their survival  Students will summarize what they have researched in their presentation

Level 3- Strategic Thinking  Students will investigate their migrating animal and cite their evidence

Materials  Chart Paper /Markers Needed  Pencil/crayons/scissors/glue (any materials needed for group presentation)  Anticipation Guide  3-2-1 Reflection Sheet  Animal Adaptation Sheet  Quick Study Sheet pg. 40  Migrating Animal Project directions and rubric Lesson Narrative Day 1: Engage

To start the adaptation lesson, I would read the book Tudley, Didn’t Know to my class and ask the students to write down in their science notebook what features or ways did Tudley change and what animal he was trying to mimic or copy. I would also have the students infer why this feature would be important for the animal. I would have each student fill out the reading organizer while I am reading. These are some possible responses.

Feature Tudley Animal He Was Why is this feature Receives Copying important? Wings Hummingbird To fly and reach things Lighted tail Firefly It used to light area around them Ability to hop Frog To move around Rubbing arms Katydid To find a mate, together protections Tucked into shell Himself (Tudley) For protection

After we have discussed the features that Tudley receives and changes into, I would ask students to share their inferences about each animal. I will introduce the word adaptation and discuss the meaning to my class. I will let the students know that we are going to learn about how animals adapt to their environment this week! Day 2: Explore

Students will participate in some active simulations of adaptations to allow students to experience the effects of not being adapted. The first activity would be having students use forks and spoons to pick up items (pencil, erasers, piece of paper, etc.). The next simulation would be to have students work in pairs and tape their fingers together and try to pick up items. I would then discuss with the students how difficult that was and what experiences they have. Since we talked about how animals have different adaptations to help them survive and reproduce I would like to see what they might already know about specific animal’s adaptations. I would put up a slide of many different animals and pass out the “Animal Adaptation Sheet” They would break up into 5 different groups and fill out the sheet together. After giving the students about 20 minutes we would come back together as a group and chart what was listed. We will discuss their questions and see if we can answer any of these questions throughout the lesson.

Day 3: Explain- formal assessment (anticipation guide and 3-2-1 Reflection Sheet)

To start the explain part of the lesson, I will have the students complete the “before reading” part of an anticipation guide. This will let me know what the students know before we start diving into the explanation part of the lesson. I would want them to do this in pen so they won’t be tempted to change their answer. We would then read the article from the quick study sheet on page 40. After we read the article, I would show the students the PowerPoint (see attached) and discuss the vocabulary words/ concepts that are discussed in the PowerPoint. The students would then complete the “after reading” section of the anticipation guide. I would use this as a formal assessment. Before we move on to the next day, I would tell them that we are going to talk about one specific type of adaptation, but I wouldn’t tell them what it is. I would ask my students to fill out a “3- 2-1 Reflection Sheet.” This sheet would ask my students to tell me 3 key ideas they will remember, 2 things they are still struggling with, and 1 thing that will help them tomorrow. I would look at the 2 things they are struggling with to see if I need to go back over any of the lesson again the next day. This would also be used as a formal assessment.

Day 4: Elaborate

I would start this day by showing them a slide of different animals and asking them what all of the animals have in common. I would have them turn and talk to their neighbor then ask for their responses. We would then share our responses while I write them down on chart paper. I would then read Migration By: Monica Hughes to the students. While reading this to the students I would ask questions like: Why do these animals migrate? What would happen if these animals never migrated? Do humans migrate now? After we get finished reading I will discuss with the students that they will be doing a project on one of those animals that we read about. I will pass out the “Migrating Animal Project” directions and rubric. The students will have 2 class periods to decide how to present their findings. They will be working in a group to share the information that they have learned about their migrating animal project.

Day 5-6: Evaluate- summative assessment (migrating animal project presentation)

I would engage the students for today by showing them the Journey North website and allowing them to explore on the website on their own. I want them to know that we will be looking at this website to track animals in our area that we see. We would discuss the animals that could possibly be found in our area. We will also keep track of when we start seeing some of the animals leave their environment and share that information on the Journey North website. The students will have about 1-2 days to work with their group and research the material needed for their project. We would go to the computer lab to give each student the opportunity to research their animal and to answer the question(s) that was assigned to them in their group. Misconceptions  Organisms intentionally effect changes in body structure to exploit particular habitats  Organisms respond to a changed environment by seeking a more favorable environment  Organisms adapt deliberately  Only birds migrate for the weather

Safety N/A Reading Making Connections- Comprehension  Students will make text to text connections while researching and Strategies listening to the stories read by the teacher.

Questioning-  While reading Migration I would stop and ask the students these questions.  Why do these animals migrate?  What would happen if these animals never migrated?  Do humans migrate?

Inferring-  While reading Tudley Didn’t Know the students will be inferring why the animal had that “feature”. They would have to infer its use.  The students will also need to infer why they think their animal migrates and when it will migrate in their migrating project.  The students will be inferring what all of the animals have in common (they all migrate)

Determining Importance-  When the students are listening to the non-fiction book about migrating or the PowerPoint about adaptations, the students will be deciding what is important for them to remember.  When they are researching their migrating animal it is imperative that they determine what is important to share with the class and to get all of the information that is needed. General Teachers- Suggestions for  The teacher should create groups based on skill level and how students students and work in groups. teachers  Make sure students have an understanding of how to use a rubric  The project might have to be extended depending on how the students are working toward finishing.  Do a check in with each group to see how much time is needed and if students need to elaborate on their topic.  The reading organizer for Tudley Didn’t Know might need to be shrunk if you want the students to put it in their science notebook. Works Cited

Ansberry, Karen Rohrich, and Emily R. Morgan. Picture-perfect Science Lessons, Expanded 2nd Edition: Using Children's Books to Guide Inquiry, 3-6. Arlington, VA: NSTA, 2010. Print.

Cooney, Timothy. Scott Foresman Science. Glenview, IL: Pearson/Scott Foresman, 2006. Print. Himmelman, John. Tudley Didn't Know. Mount Pleasant, SC: Sylvan Dell Pub., 2006. Print.

Hughes, Monica. Migration. Chicago, IL: Heinemann Library, 2004. Print.

"Journey North: A Global Study of Wildlife Migration and Seasonal Change." Learner.org. Web. 23 July 2011. . Kaner, Etta, and Pat Stephens. Animals Migrating: How, When, Where and Why Animals Migrate. Toronto: Kids Can, 2005. Print.

Keeley, Page. Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin, 2008. Print. O'Donnell, Liam. Amazing Animal Journeys. New York: DK Pub., 2008. Print.

Weinberg, A. "Animal Adaptations - FREE Presentations in PowerPoint Format, Interactive Activities, Lessons for K-12." Animals - FREE Presentations in PowerPoint Format, Interactive Activities, Lessons for K-12. Web. 23 July 2011. .

Name:______Date:______#_____ Tudley Didn’t Know

Reading Organizer Feature Tudley Animal He Was Why is this feature Receives Copying important?

Name:______Date:______#_____ How Do Animals Adapt?

Anticipation Guide Before reading the article about animal adaptations, guess whether the following statements about animal adaptations are true (T) or false (F). Mark your guess in the left column in pen. After reading the article mark the statements (T or F) in the right column Before True or After Reading False Reading 1. Some animals are born knowing ______behaviors that help ______them survive. 2. Animals can’t ______learn a behavior. ______3. Animals that hibernate get their ______energy from stored ______fat. 4. Migration is a ______behavior that is ______learned. 5. Animals with poor adaptations will have a good chance at getting ______what they need to survive and reproduce. Name:______Answer Key______Date:______#_____ How Do Animals Adapt?

Anticipation Guide Before listening to the book about animal adaptations, guess whether the following statements about animal adaptations are true (T) or false (F). Mark your guess in the left column. After hearing the story, mark the statements (T or F) in the right column

Before True or After Reading False Reading 1. Some animals are born knowing T ______behaviors that help ______them survive. 2. Animals can’t F ______learn a behavior. ______3. Animals that hibernate get their T ______energy from stored ______fat. 4. Migration is a F ______behavior that is ______learned. 5. Animals with poor adaptations will have a good F chance at getting ______what they need to survive and reproduce. Name:______Date:______#______Animal Adaptation Sheet

Animal: ______List 5 things you observe about How does each adaptation help it this animal. survive or reproduce?

What questions do you still have? Name:______Date:______#______

3 Key Ideas I Will Remember…

2 Things I Am Struggling With… 1 Thing That Will Help Me Tomorrow…

 This is the slide that I will project on the board while the students are working on the “Animal Adaptation Sheet” on day 2.  This slide of animals would be used on day four of the adaptation lesson when the students are turning and talking with a neighbor to discuss what all those animals have in common.

Name;______Date;______#______

Background

Migration is a risky business. Animals face countless challenges and risk their lives when they migrate. So why do they do it? Select one of the Journey North species. Try to find the answer to each of the questions below. Notice that all of the questions relate to survival, either of the individual animal or its offspring. By carefully exploring what an animal needs in order to say alive, or in order to reproduce so its young can live, you can discover how migration relates to survival. You may also be able to predict when your animal will take its journey.

Presentation In your group you will answer the questions below and present your information to the class. You can present your information by making a visual model, (poster or diorama) creating a rap/song, or creating a skit. All of the information that you researched must be explained to the class. Each student is responsible for sharing some of your information found and dividing up the duties for the project.

Where does it live?

___ Where is your animal found in the winter months? In the summer months?

___ Describe its habitat on its wintering grounds.

___ Describe its habitat on its summering grounds.

___ Does this animal follow the same migration patterns (timing and route) every year?

___ Do virtually all the animals of this species migrate?

___ What does this animal eat? (What is its prey?)

___ How does this animal get its food? (What are its methods of feeding or hunting?)

___ What physical adaptation(s) does this animal have for obtaining food?

___ What behavioral adaptation(s) does this animal have for obtaining food? ___ Draw a food chain showing your animal’s place(s) on it.

Weather

___ How would cold weather affect this animal?

___ How would hot temperatures affect it?

___ How would temperature affect the amount of food this animal needs?

Conclusion

___ Why do you think your animal migrates?

___ When do you predict it will migrate? Why?

Name;______Date;______#______

To receive full credit on all of the sections of the project, each question needs to be answered and shared with the class in some way (poster, song/rap, skit, etc.) All answers should be written on the question sheet and turned in with the project.

Score Topic 5 3 1

Where does it live? All 5 questions are 3 of the questions 1 question is answered are answered answered completely and completely and completely and included in the included in the included in the presentation presentation presentation Food All 5 questions are 3 of the questions 1 question is answered and are answered answered included in the completely and completely and presentation included in the included in the presentation presentation Weather All 3 questions are 2 of the questions 1 questions is answered and are answered and answered and included in the included in the included in the presentation presentation presentation Conclusion All questions are All of the questions All of the questions answered and are answered and are answered and included in the included in the included in the presentation with a presentation with a presentation with no thorough little explanation. explanation. explanation Presentation Presentation shows Presentation shows Presentation shows quality work and some work and little work and answers the answers the answers the questions questions questions researched. researched. researched. Comments:

Total points:_____/25___

Grade:______