Mythical Monsters Made Real!

Mythical Monsters Made Real! A Cooperative Lesson on Physical and Behavioral Adaptations Purpose (Teacher Version): The purpose of this lesson is use the skills and knowledge learned in previous adaptation lessons to create an imaginary animal. Students will use targeted social skills to gather information and create a poster which will be presented to the class. The two Big Ideas connected with this lesson are Students will understand survival and Students will understand adaptation. It directly correlates with the essential questions What is a physical and behavioral adaptation (characteristic)? and How do adaptations help animals survive in their environment? The target skills in this lesson are Students will be able to describe physical and behavioral characteristics, and explain how physical and behavioral characteristics help an animal survive in its environment. The lesson will begin with a review of adaptations and a class discussion, including instructions on the activity. Students will work in groups and divide the time between inventing their animal and creating the poster. The lesson will end with sharing of the posters and a group discussion and review. Standards: L.EV.M.1 Species Adaptation and Survival (Life Science, Evolution) - L.EV.05.11 Explain how behavioral characteristics (adaptation, instinct, learning, habit) of animals help them to survive in their environment. - L.EV.05.12 Describe the physical characteristics (traits) of organisms that help them survive in their environment. page {1}

Objectives (Teacher Version): Behavior (Students should be able to )...identify and describe physical and behavioral adaptations....apply skills to create an imaginary animal with specified number of adaptations. use social skills to produce the final project....summarize the activity. evaluate their group s performance. Social Skills (Students will demonstrate the ability to ) manage their time wisely between data collection and poster production. cooperate with each other without taking over another student s job. delegate jobs to each member of the group. Students will choose which aspect they will research. They will also decide what part of the poster they will create. effectively communicate with each other the data they collect in order to produce a cohesive and coherent poster, as well as communicate it to the class. (The ideal number of students per group for this assignment would be 3-4). Conditions Teacher will review what physical and behavioral characteristics are, form groups of 3-4, and supply materials to complete the project Time: 5-10 minutes for introduction and review. 30 minutes for group work, 10-15 minutes for presentation of work and wrap-up. Layout: Introduction group work presentations and wrap-up Supplies: worksheets, posters, art supplies colored pencils, markers, glue, and scissors). Criteria (Students will be able to ) identify and describe at least (4) physical and (4) behavioral adaptations. create a picture of their imaginary animal with at least (3) examples of each adaptation. page {2}

work together to present the information (each student present a portion). successfully summarize the activity...evaluate group s performance based on (1) positive aspect and (1) improvement Materials & Time: Materials Science Journals Projector (optional) Video (Adaptations) (optional) Worksheets Notepaper Blank Posters Art supplies (colored pencils, markers, crayons, glue, and scissors) Evaluation Sheet Time 5-10 minutes for introduction and review. 30 minutes for group work. 10-15 minutes for presentation of work and wrap-up. page {3}

Pre-Lesson Questions: Forming Groups Students would be grouped based on how they did on the previous lessons. Students who were stronger in behavioral adaptations than physical adaptations would be grouped with students who were stronger in physical adaptations. That way they would be able to use their strengths and practice their weaker ones through peer-learning. If in the case the class did equally well or poorly, then grouping can be random, such as by counting off. Quiet Transition Signal Lights on/off is the ideal method of signaling the class. Because it is group work and there would be a lot of discussion going on, it is a quick and efficient method of signaling them that the teacher needs their attention. Team Building The team building for this activity is the activity itself because they will need to work together to complete the assignment. They will receive both an individual grade and a group grade which will encourage them to do their best at the targeted social skills. For the assignment, they will need to decide which student will do what portion of inventing the animal (its environment, its physical characteristics, and its behavioral characteristics). They will need to teach the other members of their group and explain why they chose those adaptations. Each student will need to provide evidence of their work through the poster and activity worksheets. They will also need to work together to present their poster to the class. Ideally, each student will present a portion of the animal that they did not create; therefore requiring the students to work together in order to understand the material. page {4}

Lesson Format OPEN Focusing Attention Teacher will transition from the previous subject, using whatever method is most effective. To focus the students attention, the music used from the previous adaptations lesson should be used at this point, with the teacher encouraging student participation. This can be optional, depending on the students enthusiasm as this song has been used for previous lessons. Following this, students will be instructed to take out their science journals and open them to the correct page. Both the activity sheets and the group evaluation sheets should be present in their science journals. Extras should be made available if necessary. During review, students may use their notes and worksheets from previous lessons on physical and behavioral adaptations. The teacher should give additional information when necessary. Alright class, it s time to get your science brains pumping and put your dancing shoes on, because we re going to review animal adaptations! (After song:) Now, take out your science journals and open them to page (x), and take a look at the sections on physical and behavioral adaptations while we review. Lesson Objectives (Student Version) Now, I know what a few of you are thinking. You re thinking Miss Radelt, why are we doing this again? We ve already learned about adaptations! Well, sure, all of you can list the different types of adaptations and give a few examples. But in science, that s not enough. You need to be able to apply that knowledge to different situations, and that s just what we re going to do today. We will be using what we know about adaptations to create our own imaginary animals. You will need to describe its environment and list at least three physical and three behavioral adaptations. You will then need to create a poster of your animal, drawing a picture of the animal in its environment and listing the adaptations you came up with as a group. page {5}

Social Skill Expectations for Cooperative Work The expected outcome for this lesson is that students will be able to demonstrate the ability to work together to gather information and communicate that information to the class. The social skills that are the focus on this lesson are time management, job delegation, communication, and cooperation. Time Management refers to their ability to divide their time wisely between inventing their animal and making the poster. Job Delegation refers to their ability to agree to each student s job in the two parts of the activity (each student should have two jobs). Communication refers to them being able to communicate their findings with each other in order to create the most effective poster, and then to communicate that information (and their explanation) to the class. Finally, Cooperation refers to the students ability to work together and allow each student to complete their task without overstepping and taking over another students responsibility. They must also work together to present their poster to the class as each student will need to contribute orally to the presentation. Procedures (Student Version) BODY When you get into groups, you will 2 minutes to decide who will have what job. This means that each student will need two jobs one for inventing the animal, and one for creating the poster. Some groups have four members, so you will have to double up on a job, or split the work between two of you. When you feel you have enough information about your animal, you will need to create your poster using your collected data. Everyone needs to contribute to creating the poster. When you are done, you will need to present your poster to the class, and each of you will need to say something about the data you have collected. Remember, you only have a limited time. Don t spend too much of it inventing the animal, because you need enough time to make the poster. Positive Interdependence (Teacher Version) Each student is responsible for an aspect of the data collection, the final poster, and the group presentation. They are dependent on each other to complete the assignment satisfactorily page {6}

as the grade the group receives on their poster will be averaged into the grade of the individual for all other aspects of this lesson. Individual Accountability (Teacher Version) Each student will have a data worksheet that they will fill out as they complete the first part of the assignment. This is where they will describe the environment and the adaptations of their animal. They will also have a group evaluation sheet that will be assigned at the end of the activity which will be due on the following day. When presenting, each student will need to explain what their jobs were for the invention of the animal as well as what they contributed to the poster. They will need to then explain some aspect of the poster. (It is recommended that they explain the section that they did not do, ensuring group communication and learning). Team Accountability (Teacher Version) The group evaluation will be based on the finished poster; including the poster itself as well as the group presentation (see Rubric for details). Self-Evaluation (Teacher Version) The self-evaluation will be done through a worksheet. Students will fill out a form describing each student s job, including their own. They will need to describe one positive thing about each student s contribution (including their own) and one area that could be improved. This format will also be used to evaluate the overall experience. It is important to explain to them that it was good or nothing needs to be changed will not be accepted. The purpose of the evaluation is for students to critique their own work and performance in order to understand how to make the next experience a better one. If time does not permit for presentations, this will be waived and the presentation portion will be determined based on their summary worksheet. This will count towards the individual s grade rather than the group. page {7}

Methods of Review and Summarization Close (Student Version) After the activity, there will be a class discussion covering the concepts of adaptation. Students will be encouraged to use their pre-assessment charts and to add any additional information they feel necessary. As this is also the end of the section on adaptations, students should also be encouraged to add to the Learning Board (a class chart modeled after KWL), or to erase what they added to the Want to Learn or Don t Understand circle. There will also be a group discussion about the advantages and disadvantages to working in a group. They will be asked to come up with ideas of why working in a group is useful in science, as well as ways to make group-work a better experience for everyone involved. Extending the Learning Experience The concept of adaptations is one that will be incorporated into most, if not all, later lessons of this unit. The purpose of this activity was to reinforce this foundation which will allow them to build on it as they apply adaptations to the various other areas, such as fossils, extinction, and classification. It will be a subject that is constantly being reviewed throughout the unit. The activity itself will be reinforced through their completion of their summary worksheet. The ability to evaluate their own work as well as those of the other students is also utilized in this unit. This was designed to be early in the unit as they will be learning how to evaluate scientific arguments in a later lesson. The design of the evaluation worksheet is also similar to the one they will be using for their unit project presentation evaluations. The social skills practiced in this activity will be revisited throughout the unit as well. Science deals primarily in labs, and therefore most lessons in this unit have been designed to incorporate as much group-learning as possible. page {8}

Assessment Homework Students will have summary worksheets as well as group evaluation worksheets that will review the concepts, both adaptations and social skills, that were covered in the activity. (Worksheet included). Vocabulary Quiz The student s ability to define and explain the vocabulary of this lesson (and the entire section) will be assessed through a vocabulary quiz. This will be done through matching and short answer. Unit Test The terms of this lesson will be assessed via matching and fill-in-the-blank. The ability to apply those concepts will be used throughout the rest of the test, including how to identify adaptations, causes of extinction, and how to classify animals based on physical adaptations. Unit Project A large portion of the project is based on the students being able to identify the physical and behavioral adaptations of their animal and explain how they helped it to survive in its environment. As with the unit, the concept of adaptation will be integrated throughout the remaining sections of the project. page {9}

Morgana Radelt Lesson Plan (Cooperative) Class Activity April 2012 Name Date Mythical Monsters Made Real! It is up to your imagination to push the boundaries of science! Here is what you need to do: Pre-Poster 1. Pick the environment where your animal will live. 2. Descide what sort of animal it will be (such as a mammal, reptile, or bird). 3. Pick AT LEAST FOUR (4) physical and FOUR (4) behavioral adaptations that your animal will need to survive. 4. Give a name to your animal. Poster Work 1. Use your animal s name for the title. 2. Draw a picture of your animal (showing ALL of its physical adaptations) and its environment. 3. List ALL of its behavioral adaptations 4. When the poster is finished, you will, as a group, present your animal to the Decision Committee (the class). Each student will need to describe some aspect of their animal. JOURNAL PAGE page {10}

Morgana Radelt Lesson Plan (Cooperative) Class Activity April 2012 Name Date Mythical Monsters Made Real! Data Sheet Name of Animal: Define these terms: Trait Behavior Instinct Habit Learned Describe the environment where your animal lives: JOURNAL PAGE page {11}

Morgana Radelt Lesson Plan (Cooperative) Class Activity April 2012 Name List Four Physical Adaptations Date Describe how it helps them survive in their environment 1. 2. 3. 4. List Four Behavioral Adaptations Describe how it helps them survive in their environment 5. 6. 7. 8. JOURNAL PAGE page {12}

Morgana Radelt Lesson Plan (Cooperative) Class Activity Group Evaluation April 2012 Name Date Name of Animal Mythical Monsters Made Real! Group Evaluation Student Name Job Description 1 Positive Point 1 Suggested Improvement JOURNAL PAGE page {13}

Morgana Radelt Lesson Plan (Cooperative) Class Activity Group Evaluation April 2012 What were some positive points about working in the group? Explain why you feel they were positive. What would you improve if you could do this again? JOURNAL PAGE page {14}

Morgana Radelt Lesson Plan (Cooperative) Song Lyrics April 2012 Adaptations Song Mr. Parr (http://youtu.be/l-1wzdlchma) Bababa...baba There is no one like me Th-th-there is no one like me, (Mr. Parr) like me Adaptations take a look and you'll see (Yeah, they're pretty much amazing) There is no one like me There is no one like me (Adaptations) Adaptations will explain all this madness Helps creatures to survive in environments You might think that these were all sudden changes But it can be long or short like genetic mutations Yeah these are behavioral Birds migrate to get away from the chill Like, like some bears will deep sleep They gotta hibernate food is decreased To keep protected through the dopest of methods Try to be undetected not be someone's breakfast Yes, can save a prey from predation These are examples of Behavioral adaptations Adaptations take a second look and you'll see (you'll see) There is no one like me (like me) Th-Th-There is no one like me (Like me La, La, La, Like me) Adaptations you better reconsider (consider) 'Cause you will never do better (do better) There is no one like me, like me (there is no one like me) See this is adaptations right here, Know what I'm saying? Adaptations (What's going on with the animals?) Adaptations I say camouflage Can help them hide, it can make them blend Help to survive in environments Like mimicr-i Pronounced mimicry like a hoverfly I'm talking 'bout physical Most of these are typical Can be body covering Changes are structural Parts of the body They can have webbed feet Helping with swimming make you fast to catch meat Another change is a set of sharp teeth Used for tearing flesh, show of power-retreat! Ha, striped fur is invisible Hiding in the tall grass jumping out to eat animals The moist slick skin is good for amphibians Well suited for water with their slimy covering Fur, beaks, feathers, wings for flying These are examples of physical adaptations Adaptations take a second look and you'll see (you'll see) There is no one like me (like me) Th-Th-There is no one like me (Like me La, La, La, Like me) Adaptations you better reconsider (consider) You will never do better (do better) There is no one like me, like me (there is no one like me) Adaptations Animals have evolved over time Change...ughh...adaptations...right Body parts, body coverings, and behaviors And they're pretty much amazing Adaptations take a look and you'll see There is no one like me (Adaptations) Th-Th-There is no one like me (Yea, these are genetic switches) Adaptations you better reconsider 'Cause you will never do better There is no one like me, like me (See you can keep searchin' and searchin') Adaptations You gotta see the changing How long will that take...i'll wait page {15}

Morgana Radelt Lesson Plan (Cooperative) Bibliography April 2012 Bibliography Christian Hirche (2012). The Newspaper Clipping Generator. Fodey.Com. http://www.fodey.com/generators/newspaper/snippet.asp (Accessed: March 2012) Michigan Department of Education (2012). Grade Level Content Expectations 5 th Grade Science (V.1.09). Lansing, MI. (Accessed: January 2012) http://www.michigan.gov/documents/mde/5-science_complete_12-10-07_218320_7.pdf ParrMr (2011). Adaptations Song [Video file]. (Accessed: March 2012) http://youtu.be/l-1wzdlchma page {16}