Lesson
Title: Animal Survival I. Motivation Distribute several animal magazines (any magazine with many pictures of different animals will work). Flip through the magazine in front of you. What do you observe in the pictures? What body coverings make these animals unique? Talk with a neighbor about how you would sort some of these animals. Do they have fur or feathers? Do they walk on two or four legs? This week we will be learning about animals basic needs and how those needs help animals to survive in their environments. II. Prior Knowledge A. We know that animals have many types of body coverings such as fur, hair, feathers, scales, skin, shells, spines, etc. We also know that an animals' body covering shields them from the environment and predators. Animals have different strengths in certain senses based on their survival skills. For example, an owl has very strong feathers and wings to help him fly. Looking at this list of animals, decide what characteristics make that animal unique. An animals' body coverings and are an example of an animal characteristic. Other animal characteristics we will be talking about are physical appearance, skills, and behavior.
B. What would happen if an owl broke a wing? Predict how would it's ability to hunt for food at night be hindered if it lost one or both wings. C. Do we know why these animals have such unique body coverings? Discuss with a neighbor how the animal has used their unique characteristic in their environment. Ex: An owl uses his powerful wings to fly, which helps him hunt prey at night. III. Purpose Can somebody raise their hand and tell me what a characteristic is? That's great! How do you know that a characteristic is something that identifies a person or class? What other descriptive words can you come up with that describe the word characteristic? Continue to prompt students knowledge of the word characteristic. Look for terms such as: individual, distinguish, trait, etc. Another word comes to mind when thinking about animal characteristics. That word is adaptation. We have not yet learned about animal adaptations; however, today and the rest of this week we will be looking at animal adaptations. Before we start, it is important for you to understand that all animals possess adaptations that help them survive in the habitat. An adaptation is only one characteristic that we will be studying this week. Every one of us in this classroom is unique. We all possess at least one characteristic that makes us different from each other. The same idea is true with animals. Throughout this lesson we will talk about animal characteristics and discuss how their characteristics and behaviors help them survive in their habitat. As a class, we will discuss what the term adaptation means and how it relates to animal characteristics. How and why are animals different and how does it relate to their environments? Through our readings, we will be informed of what the term adaptation means and we will perform activities such as completing a concept of definition map to aid in our understanding of the text. The text will not only describe the specific key-terms, but will also allow us to compare & contrast animal characteristics such as body coverings, special senses, and other adaptations to help animals survive in their environment. Today, we are going to read about animal adaptations and behavior. Some of you may know what one or more of these terms mean, would anybody like to share their guesses on what the word adaptation means? How about behavior? Those are all excellent suggestions. Houghton Mifflin Science, Discovery Works Teaching Guide 4. Boston: Houghton Mifflin, 2000. IV. Strategy Instruction Concept of Definition Map: The purpose of this strategy is to identify the key terms adaptations and behavior. Students will work with partners to identify the concept, describe what it is, and identify examples. This process will help students organize information and write it in terms that make sense to them. Steps:
Model: Earlier this month, we learned about amphibians. Today I am going to model the concept of definition chart using the word amphibian, and then you will have the opportunity to work with a partner and complete two charts using terms relevant to this chapter. I know that the concept is Amphibians so I am going to put that in the box. Next, I need to know what is it? An amphibian is a cold blooded animal that lives in water. I will put that in the box marked "What is it?" What is it like? I know that there are 4,000 species of amphibians, they are slippery, are born with tails, and some of them have gills and breathe like fish. I will mark that in the box. Finally, I need to note some examples of amphibians. I will put my three favorite: salamanders, frogs, and toads. Guided practice: This is a great segue to our next concept. Now that you have seen a concept of definition map completed with the term amphibian, you will read the text with a partner and fill in the definition map. The concept I want you to read about first is adaptation. Read the section in the text about adaptations. Discuss with a partner, and complete the concept of definition chart. Find a partner and begin reading. Thats great! Our last step before discussing our charts as a large group is to read about behavior. Repeat the first step, this time reading the section about behavior. When students have completed their concept of definition maps, discuss them as a large group. Fill in an example as you continue the discussion with the students. This is a great concept of definition map! Does anybody have questions? I have a question for you, why do you think I had you fill out this definition map before we read the entire text? Do you think this activity helped you make a connection between adaptation and behavior? Why or why not? Are you more prepared and motivated to move on?! Adaptation Chart Readability: 8.1 The selected text rated an 8.1 on the Fleisch Kinkaid rating scale; however, simply by omitting three words, the rating went down to a 4.5. Those three words were: adaptations, environment, and behavior. The drawbacks of using a readability formula are well-documented, so the cuing system and other readability factors should be considered. After re-reading the selected text, I have identified two contractions and a compound sentence which may pose syntactical and text structure difficulty. Keywords were presented in this selection, and most fourth graders do not know the meaning to these words. To be sure this text is suitable for my fourth grade class, I selected two other sections from this chapter. The Fleisch Kinkaid rating scale offered them as a 4.2 and a 4.8. This text is more than appropriate for fourth graders; for differentiation, look to the examples listed below. Graphics: The graphics in this text selection add to the understanding of the vocabulary words. The captions under every picture give vivid examples of what is being discussed in the text. Graphics that have been selected match the text appropriately and add meaning and visual support. Semantics: Using semantics, or meaning of the words, I feel that this text is appropriate for most fourth graders in the middle of their school year because the word "adaptation" and "behavior" are vocabulary words identified in this chapter. Any misconceptions or confusions about these two words will be clarified through further reading of the text. Syntax: Another positive aspect of this book is the author used a great amount of thought in his sentence structure. The wording in each sentence is very age-appropriate and very appropriate for a book about animal adaptations. Although some of the word choices are somewhat advanced for fourth graders, the sentence and paragraph structure help ease any apprehensions about the grade level of the text. Text Structure: The author uses many different ideas to make the text structure unique. He uses comparing/contrasting on nearly every page, shorter sentences, and small paragraphs. Transitions are well placed which create a unique flow to the text. The blue color of paragraph headings and bolding vocabulary words is an effective way to assure readers exactly where the text is leading them. Schematic: A great quality of this writing is that the author has taken a great deal of time to investigate his findings and presenting them interestingly and effectively to students at the fourth grade level. He has shown great motivation and interest in the topic and this impacts the enthuasism of students. Differentiation http://www.manatee.k12.fl.us/sites/elementary/palmasola/gr2adapt.htm This is a great text for children who have a lower than average reading capability. A selection of this text rates 4.5 on the Fleisch Kinkaid rating scale; however, after omitting the word environment three times, and the word adaptation twice, the rating falls to a 3.9 on the rating scale. Both of these words are vocabulary words and are explained in detail later in the reading. I feel confident that students who may not be able to read the actual textbook will read and comprehend this text better. McGraw-Hill, Science 4. New York: McGraw Hill, 2000 RL: 5.4 V. Text Structure: Expository text Description: The text I have selected for the fourth grade students is a great introduction to the unit on animal survival. There are three very important key terms that will be focused on throughout the week. These key terms are: adaptation, behavior, and environment. The text aids in the understanding of unique characteristics, such as body coverings, senses, behaviors, and environments. Connections will be gathered between the three key terms and by developing a full understanding of the key terms, it will help students continue the reading. Compare and Contrast: One of the focuses in a following lesson will be specifically to have children compare and contrast different animal adaptations and behaviors and how they affect their environment. In this lesson, children will be able to read the text and look at the graphics and mentally compare the animals. Questions will be posed, such as: Does the animal have fur, skin, scales, or feathers? What senses or behaviors has the animal adapted? How do these behaviors aid in the animal's survival? What would happen if they did not have one of the vital adaptations or behaviors? Through these questioning techniques, other questions will develop where students have to compare and contrast two different animals including their adaptations, behaviors, and environments. Chapter Structure:
VI. Vocabulary Animals have different parts, or adaptations, that help them meet their needs. Animals have behaviors that help them protect themselves or their young. All animals need a suitable environment.
VII. Content In your own words, what does the term adaptation mean? A body part of behavior that makes an animal unique and helps them survive in their environment. What does the term behavior mean? A way an animal lives or responds to the environment. Use these key terms in a sentence. Example: A bear's behavior is different in the summer than in the winter. I am very impressed with your enthusiasm thus far. Let's review this weeks discussion about adaptation and behavior. The activity we completed before we started our in-depth reading was what? That's right, we filled out concept of definition maps on what two vocabulary words? Great, we have been studying adaptation and behavior this week. When working on the concept maps, we also read the text. I am going to ask you some questions to follow up on the concept map and our readings. You may open your text to help you find the answers. VII. Questioning using QAR 1. What is the top speed a penguin can chase prey at? (Right There: The answer is Right There because it is found in the second paragraph of the text).
2. What type of body covering has a snake adapted to help them travel? (Author & Me: This answer is Author and Me because I have to think about what I know about a snake's body covering and find a similar body covering in the text to form a conclusion).
3. List different body parts animals have adapted to help them get food. (Think & Search: The answer is Think & Search because I have to look through several pages of text to form a complete list of animal adaptations).
4. Name an animal that uses its sharp teeth to get blood out of their prey (found on page C55)? (Right There: The answer is Right There because the question told me to find the answer on page C55).
5. What is the definition of a behavior? (Right There: The answer is Right There because page C 55 gives the exact definition).
6. What type of behavior does a spider use for getting food? (Think & Search: The answer is Think and Search because I can find the answer by reading several sentences and piecing together the information.)
7. Think of any animal you have prior knowledge of. List an example of an adaptation and a behavior the animal uses to survive in their environment. (On My Own: The answer is On My Own because I have to think about what I read in the text but use my own knowledge of animals to form an answer.)
8. How can you conclude what types of behaviors different animals possess? (Author and Me: The answer is Author and Me because it does not state this specifically in the text; however, I can form a valuable conclusion by using what I already know and the suggestions from the text.)
NOTE: The questions above may be usd for assessment of comprehension. IX. Writing to Learn: Journal In your science journal, I want you to journal about two different animals. You may choose animals you have some background with. I advise you to choose two animals that have some similarities and some differences because you will be comparing them. When we start our discussion next week, we will talk about different animals and compare and contrast them. It is important to include several different adaptations and behaviors in your journal, as you will be assessed on your understanding of both key terms. Journal in any form you would like, just remember to include examples of both key terms. You will be evaluated on the following:
I will model a journal entry for you. Yours may be more in-depth depending on your prior knowledge of the animals you choose. You will be encouraged to give more than one example of an adaptation and behavior.
X. Closure Out of class, complete the journal assignment. Over the weekend, your assignment is to search through magazines for pictures that depict animal behaviors. Some examples are running, eating, hunting, etc. I am going to hand you a sheet of computer paper that you can glue your pictures onto and make a collage. Write a small description of what is happening in the pictures below the picture or on the back. When we return to class on Monday, you will discuss your collage with a partner and tell what behaviors you have identified. Now that you have completed the reading selection, how do you feel about the task you performed, which was to complete concept of definition maps for both key terms defined in the text? Were the types of questions asked helpful to your understanding of the key terms? How do you think the concept map, questioning, and journaling aid in your learning about animal adaptations and behaviors? How did these three exercises expand your thinking? Next week, we will start our discussion on animals' similarities and differences. We will compare and contrast animal adaptations and behaviors and be informed on how these three key terms aid in animal survival. Come ready to ask any questions to review today's lesson and be ready to learn! Metacognitive Reflection: The concept of definition map was an effective strategy to introduce three basic concepts that will be used throughout the unit. Students had modeling and guidance. Students had the opportunity to use their imaginations through higher order questioning, and reflected thinking with a partner. The concept of definition maps will be used as a reference for later inquiries on the three concepts introduced. Students had the opportunity to read the selection, interpret the key terms, and give examples they would remember. This strategy is more appropriate in this situation than regular note-taking and is effective with fourth grade students.
|
