Lesson Plan Template 1. Lesson Plan Information Subject/Course: Science Name: Kayla Hachey Grade Level: Four Date: 11/13/2014 Time: 1:40-2:40 Topic: Animal Adaptations Length of Period: 60 minutes 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): 3.7 describe structural adaptations that allow plants and animals to survive in specific habitats (e.g., the thick stem of a cactus stores water for the plant; a duck s webbed feet allow it to move quickly and efficiently in water) Learning Skills (Where applicable): Self-Regulation, Initiative. 3. Content What do I want the learners to know and/or be able to do? Students will be able to identify the structural and behavioural adaptations needed by an animal to survive in its habitat. Students will be able to use a webquest on the internet to do research. Students will work independently and make inferences from the information they read to fill in a research worksheet. Today learners will: research two animals using the webquest and national geographic to find out three structural adaptations and two behavioural adaptations for each animal. Fill out the graphic organizer provided to them with the information they researched. Create an animal that is a hybrid of the two animals they researched, using 3 structural and 3 behavioural adaptations. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? There will hand in their hybrid animal worksheet to be marked by the teacher using a rubric we decide on as a group. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Students bring their prior knowledge on the difference between a structural adaptation and a behavioural adaptation. Students will bring their knowledge of the scientific method as well as self-regulation skills in order to stay on task. Students will bring their prior knowledge of using the internet and how to research things using the internet. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.)
Students will be allowed to use wordcue to help them read the information on the websites. I will also wander around the lab and help students where needed. B. Learning Environment Classroom. Computer Lab. C. Resources/Materials Computers. 2 Worksheets. Pencils/Pencil crayons. Rubric (made together). Webquest website: http://www.fgse.nova.edu/~bhartsel/webquest_teacherspage.htm 6. Teaching/Learning Strategies INTRODUCTION (15 minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) We will review structural and behavioural adaptations and discuss what some adaptation may be in regards to a duck. What structural adaptations does a duck have? What would they use these adaptations for? What are some behavioural adaptations? Why would they have behavioural adaptations like this? Instruct students on how to fill in the webquest sheet and use the webquest website. Tell students they are to research 2 animals and fill in the worksheet with the animal name, where it lives, 3 structural adaptations, and 2 behavioural adaptations. MIDDLE: (30 minutes) Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). Students will do the webquest and fill out the adaptations worksheet using the information they read on the websites. Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? Students will discuss the webquest with the teacher and discuss what a hybrid animal is. A hybrid animal is an animal that has traits that are best for their environment. Sometimes hybrids have features of two different animals that make it optimal for a specific environment. As a group we will talk about their hybrid worksheet and work together to make a rubric. Things on the rubric will contain, 3 structural adaptations, 3 behavioural adaptations, the name of your animal, where it lives, a detailed picture with labels, some sort of setting/environment in your picture. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) Students will do their hybrid worksheet independently. CONCLUSION: How will I conclude the lesson? (15 minutes) Students will share their animal hybrid with the group.
7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? My grade 4's LOVED this lesson. It took us approximately 2 weeks to fully finish our hybrid animals but each student took the reigns and actually did all of their research on their own. E actually put so much effort into his hybrid animal, I think it is some of his best work yet that I've seen in class. I had a really great time supervising students work on this indirect lesson. They had a lot of insight and by the end of the webquest and animal creations, really had a thorough understanding of animal adaptations and shared that clearly and effectively to the grade 3's in the class using the ELMO.
Hybrid Animal Peer-Evaluation Name: Success Criteria Level 1 Level 2 Level 3 Level 4 3 Structural 3 Behavioural Adaptations Make Sense Animal Name Student Name and Date Drawing has
Hybrid Animal Self-Evaluation Name: Success Criteria Level 1 Level 2 Level 3 Level 4 3 Structural 3 Behavioural Adaptations Make Sense Animal Name Student Name and Date Drawing has
Exploration Data Sheet Explorer Name: Date of Exploration: WebQuest: http://www.fgse.nova.edu/~bhartsel/ Webquest_teacherspage.htm Animal Name: Animal (Range): Structural Adaptation Fact 3: Behavioural Adaptation Fact 1: Behavioural Adaptation Fact 1: Animal Name: Animal (Range):
Created Adaptable Animal Explorer Name: Date of Exploration: Illustration of Animal Description of Animal Animal Name: