Life Science: Adaptions and Evolution
| Grade: 4th NSES (or you can use NGSS) Life Science – Adaptions and Evolution (Competency 013) A.) Demonstrate knowledge of adaptive characteristics and explains how adaptions influence the survival of populations of species. |
| TEKS Grade 4 (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to (A) explore how structures and functions enable organisms to survive in their environment; |
| Topic Question How does organisms survive and adapt to their environment? |
| Objectives 1. Students will access their knowledge on animal’s skills to survive in a specific environment by accurately matching animals to their description of way of survival. 2. Students will use their comprehension on adaptation and natural selection to predict changes over time. |
| Materials Computer – Projector (PPT) Worksheet Pencil Sticky Notes Glue Scissors Anchor Chart Manipulatives for Bingo |
| Stages of the 5E model | Time | Questions |
| Engage. Ask questions about the current weather and the choice of clothes the class wear. “Switch App” is an app where students can learn facts about animals and create their own animals. | 5 min | The students will be asked to think about the articles of clothing they are wearing currently compared to what they were wearing from the last month. They are to identify the purpose of their clothing change. Then the students will use sticky notes to apply their knowledge on how they believe the animals displayed on the board adapt to their environment. Blooms Taxonomy Knowledge question: How are the clothes we wore last month different than the clothes we are wearing now? Grab a sticky note, write how these animals adapt to their environment, and stick them to the picture. (on board) |
| Explore. Ask questions to collect evidence in answering the question posed. | 5 min | An additional slide will be shown presenting a cheetah. The students are instructed to use the “think, pair, share” strategy with a classmate to expand their knowledge on how a cheetah survives in its environment. The teacher will then use kids’ national geographic to present information upon the cheetah. The class will work together to identify where cheetahs live and how they survive in their habitat from the text. An anchor chart would be created together in the class to display the gathered information from the questions. (ex: KWL chart) The students will be informed that the website used to obtain the information on the cheetah could also be used to research adaptation and living of other animals. The link is below: (https://kids.nationalgeographic.com/animals/) What determines how an organism survives its surrounding? Their basic needs – oxygen, food, water, shelter, and climate What are the methods of survival that a cheetah displays to adapt to their environment? Where does it live? What are its adaptation skills? How do they use them? What if… |
| Explain. Ask questions to use new knowledge and observable evidence to construct scientific explanations and answer initiating questions. | 5 min | The teacher will show an informational video over adaptation in another slide. During the video, the students are instructed to create a 3-2-1 summary strategy of knowledge they obtained from watching and listening. The students will develop and write down 3 things they have learned, 2 things they found interesting, and 1 question. Then they will raise their hand and share with their classmates of the new information learned. The students will attain important vocabulary related to the topic and information upon the types of abilities to help different species adapt to survive. An activity sheet will be also given to the class to complete by cutting, pasting, and matching animals with their description on how they survive. The video link is below: (http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-adaptations.htm) Bloom’s Taxonomy Application question: Based on your knowledge and observations from the reading and video discussed upon the class, provide a list of other ways organisms adapt to their environment. (ex: in depth characteristics of physical and behavioral) The students will also show their comprehension by matching animals to their adaptation description. Blooms Taxonomy Analysis question: Why does organisms demonstrate different physical and behavioral adaptations? Provide animal examples for both characteristics. |
| Elaborate. Ask questions to apply new understandings to new problems. | 5 min | The teacher will go more in depth with natural selection. Students will be informed as to why some animals do not make it in different parts of the world. (Multicultural animals) Students will discuss within their group/peers of what organisms they believe are dying off in their environment and the reasoning behind it. Blooms Taxonomy Synthesis question: Why does extinction occur within some animals and not others? Provide examples of animals who are endangered and are close to extinction. |
| Evaluate. Ask questions to assess developing understandings and inquiry skills. | 5 min | The students will take a short 7 question class quiz together on the same website the video was displayed on to review over the animal adaptions content. Some of the questions will be answered as a class and some will be asked by individual students who raises their hand. Also, to recap on the material, a game of Adaptation Bingo will be played with the entire class to assess their knowledge on the terminologies. Blooms Taxonomy Evaluation question: What are the benefits of adaptation? Why should we learn about animal adaptations? |
Contributions of Group Members:
1. Nicholas:Chose topic, helped brainstorm ideas and activities, developed questions based from Bloom’s Taxonomy, put together PowerPoint, and spoke in teaching of lesson. (Material Manager and Helper)
2. Trang: Helped put PowerPoint together, brainstormed ideas and activities, developed questions based from Bloom’s Taxonomy, gathered notes and information in organized format upon topic in word document, and spoke in teaching of lesson.(Director)
3. Kymber: Brainstormed with group of ideas and activities, helped develop questions based from Bloom’s Taxonomy, assisted with activities choices, and spoke in teaching of lesson. (Speaker and Recorder)
4. Andrea: Brainstormed with group of ideas and activities, helped clarify and break down on the development of questions based from Bloom’s Taxonomy, assisted with activities choices, and spoke in teaching of lesson. (Speaker and Recorder)
References
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. (n.d.). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Clarkson, A. (2018, September 18). Amazing Animals Adaptations! | Lesson Plan |Education.com | Lesson plan. Retrieved from https://www.education.com/lesson-plan/amazing-animals-adaptations/
Warner, M. (n.d.). Unit 4 Adaptations & Survival. Retrieved from https://mrswarnerarlington.weebly.com/unit-4-adaptations–survival.html
Group Animal Adaptation 