Adaptations

Name: Brittany Mitchell

Grade

Topic

Science

Date

November 2014

Allotted Time

35 minutes

Cite sources used to develop this plan:

When it Starts to Snow Phil Greshator
http://www.sciencemadesimple.com/animals.html
1. Rationale: Why is this lesson relevant at this time with these students?
This is the final lesson in our unit about animals. This lesson will tie together everything weve learned
about animals, and what their adaptations are in winter. Going into winter themselves, it will be relevant
for students to understand and comparisons can even be made, such as how we travel to warm places
(migrate) or dress warmer and get cozy (hibernate).
2. Provincial Learning Standards: What competencies and concepts and content does this lesson
develop?
-identify and compare similarities and differences between animals
- accurately list a group of animals that hibernate, migrate, or change coat to respond to the conditions
encountered in the different seasons
3. Assessment
Lesson Outcome
What will students learn?

Sources of Evidence
What product or action will
show what students have
learned?
-Students will learn about the
-Students will act like a type
various habits of animals in
of animal that hibernates,
winter
migrates or adapts when
-Students will learn which
prompted
animals hibernate, migrate and -Students will complete Fill in
adapt to survive
the Blanks worksheet

Criteria
What will you look for in this
evidence?
-Ability to act like an animal
appropriate to the cue given
-Correct responses in
worksheet

4. Resources, Material and Preparation: What resources, materials and preparation are required?
When it Starts to Snow Phil Greshator will need to be brought in hard copy, Animals in Winter
handout, Matching worksheet

5. Lesson Development

Pacing

Introduction: How will you introduce this lesson in a manner that

engages students and activates their thinking?

Explain to the class that today we will be doing some fun drama and acting like
some of the animals we have been learning about, and also some new ones.
But first we need to get some more information!
10 minutes
Miss Mitchell will read When it Starts to Snow aloud to the class

Teaching/Learning Sequence: What steps and activities are you going

to use to help students acquire and practice the knowledge, skills
and/or attitudes needed to meet the outcome?

After reading the book, the Animals in Winter handout will be distributed. This 5 minutes
will be read together as a group. Students may volunteer to read sentences or
sections.
Using open space, students will be instructed to act like an animal (by making
sounds, moving like them etc.) that:
-Hibernates (bear, frog, snake)
-A different animal then the one they just acted out that hibernates
-Migrates (goose)
-Adapts (rabbit, chipmunk, beaver)
-A different animal then the one they just acted out that adapts

10 minutes

Distribute Matching worksheet for students to complete. Color animals when

complete.

10 minutes

Closure: How will you solidify the learning that has taken place and
deepen the learning process?
Ticket out the door: Students must tell Miss Mitchell their favorite animal
theyve learned about and what it does in winter (hibernate, adapt or migrate).

6. Accommodations (adaptations, extensions, other ): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
If students cannot act out the animals they may draw pictures or write down the name of the animal (on
paper or on the computer). Students that complete their worksheet early may color the animals on it.