Amazing Animal Adaptations
Students will start by coming into science and respond to the prompt, “if I could have any kind of animals teeth, I would choose _________ because...
After students have answered the prompt and given supporting details, have the students share their thinking. (10 mins.)
2 Direct Instruction
- Students listen and watch What If You Had Animal Teeth?
- After students listen to the book, have them work with 2-3 other students to fill out the function of each of the animals’ teeth.
- Once students have completed the chart go over as a whole group. (20 mins)
3 Guided Practice
- After students have finished the chart explain that these animals have adapted over time to survive in their environment.
- Students will watch a Study Jams video on animal adaptations.
- When finished watching the video take quiz. You can use Plicker cards in order to see students understanding or do as a whole class.
- Students will get out Chromebooks
- Students will go to Build Your Wild Self website.
- Once students have gotten a chance to explore, show the, the other interactive websites.
- Students will need to explore at least three different sites during class. (40 mins)
4 Independent Practice
- Students would be given time to create an animal that would survive in the rainforest biome (teacher can change biome per student or give class the biome)
- students are allowed to create animal on the computer or draw it on a poster.
- Students must explain their choices on why they picked the different parts
- Students will use recap to show their animal and explain the adaptations that it has made in order to survive.
- Recap videos are only 2 minutes long so make sure that students have practiced what they will say and made notes on what each part does. (45 mins)
5 Wrap Up
- Students will be given a chance to show their video on recap to their classmates.
- After sharing give each student a note card. The students will each write down their definition of adaptation as their exit ticket for the day.
- Read over definitions and pick one to write in science notebook. (15 mins)
Key Standards Supported
|RI.3: Key Ideas and Details|
|RI.3.1||Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.|
|RI.3.2||Determine the main idea of a text; recount the key details and explain how they support the main idea.|
|RI.3.3||Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.|
|RI.4: Key Ideas and Details|
|RI.4.1||Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RI.4.2||Determine the main idea of a text and explain how it is supported by key details; summarize the text.|
|RI.4.3||Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.|
|RI.5: Key Ideas and Details|
|RI.5.1||Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RI.5.2||Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.|
|RI.5.3||Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.|
Key Standards Supported
Heredity: Inheritance and Variation of Traits
|3-LS3-1||Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.|
|3-LS3-2||Use evidence to support the explanation that traits can be influenced by the environment.|