CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Student Teacher: Fallon KostbahnGrade Level: 4thDate: 9/28/15
State Standard: SC5.3.1Subject: Science
Name of Lesson: AdaptationsPeriod / Time: 30 minutes
I. Goal:To teach students what it means when animals make adaptations according to their environment. / Required Adaptations/Modifications:
II. Objectives:
Students will explain how physical features and behaviors help organisms interact with their environment. / Required Adaptations/Modifications:
III: Faith / Values Integration: / Required Adaptations/Modifications:
IV. Integrated Technology: / Required Adaptations/Modifications:
V. Materials:
Text books / Required Adaptations/Modifications:
VI: Procedure:
Review the 5 needs living organisms need
A. Set / Hook:
Look at the picture of the eagle and duck:
- How you think the feet of each bird shown above help it survive in its habitat? Eagle sharp claws help it catch its prey. Ducks webbed feet help them swim
B. Transition: Draw students attention to the heading adaptations
C. Main Lesson: Read Pages 107- 109
-Define adaptations and environment
- Discuss how snowshoe hares have made adaptations to live in a snowy environment
- Describe the different adaptations tigers have made and how they help them survive
- Look at five different animals (porcupine, poison-dart frog, flying gecko, red- tailed hawk, and chameleons) decide if their adaptations help them get food or are adaptations for protection
D. Transition: Put books away and get ready to go to the next class
E. Conclusion:If time have the class brain storm some other animals that have made adaptations to get food and ones that have made adaptations to protect themselves / Required Adaptations/Modifications:
VII. Assessment:
Informally observe the notes they are taking and when brainstorming what they are contributing to the conversation / Required Adaptations/Modifications:
VIII. Assignment:
none / Required Adaptations/Modifications:
IX. Self-Evaluation:
Adaptations were a little more difficult for students to completely comprehend than I was expecting. We got through what I was wanting to and we did get to discuss a little but I think it would have been more helpful to have more examples prepared to talk about with the students. But I do feel that I had a better concept of the time we had to spend on the subject and got the information I wanted to get through done. Adaptation was not as easy to pick up on as the 5 essentials but after a few examples and discussion they were able to pick up on it. The pictures in the book of the different animals and their adaptations really helped the students to understand what adaptations look like. / X. Coop’s Comments: