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3. Tell the students that just like plants, animals have different
structures that allow them to survive in a particular location.
Explain that we will be studying different animals and learning
about how they survive in different biomes.
4. Complete a KWL chart about animal adaptations. Encourage
students to ask questions. Remind them that we will be filling in
the Learned section as we complete the unit.
5. Use the Adaptations Notebook Presentation to teach students
about adaptations.
a. One common misconception among children is that
animals choose to adapt. Remind students that this is a
natural process and is actually caused by a mutation, or
change, in the animals genes that have been passed down
from its parents. It takes a very long time for a whole
species of animals to develop new characteristics that are
best fit for its environment. Animals can change their
behavior in their lifetime, but not their structure.
6. Have students complete an Exit Slip. On the slip, they should
write one example of an adaptation an animal has for getting
food, and one adaptation an animal has for protection.
Formative Assessment
Exit Slip
Activity Steps-DAY 2:
Bird Beaks Adaptation Lab
Lesson Adapted From: Teaching Learning Collaborative (TLC) Bird
Beaks
Created by: Karen Facey, Janice Pilcher, and Sharon Lewis
http://www.lakesc.lake.k12.ca.us/lessons/pdf/Grade4_Bird_Beaks_TLC2
010.pdf
1. Using the Bird Beaks Adaptations Notebook Presentation discuss
with students that birds have different shaped beaks.
a. Focus on what birds eat and why their beaks are shaped
differently.
2. Divide the class evenly into six groups.
3. Hand out the Bird Beaks Adaptations Lab Sheet and review the
procedure with the students.
4. Set up the materials and review the expectations.
a. Explain that the small cup is used as the birds stomach.
Demonstrate how the students should hold the cup.
5. Follow the Procedure on the Bird Beaks Adaptations Lab Sheet.
6. Once each group has had the opportunity to eat each food
supply, have students record their observations. Then, they
should fill in their response in the conclusion section. Remind
them to write using complete sentences.
Formative Assessment
Bird Beaks Adaptations Lab Sheet
Lesson 1 Technology Application:
Technology is used in this lesson to present information on animal
adaptations. Students view videos and participate in interactive
activities on the Smartboard. This is an example of augmentation
from the SAMR model. Common classroom tasks are being
accomplished through the use of technology. The images on the
presentation give students a better understanding of the material
being discussed rather than having students simply read the
information.
Lesson Two: Biome Research
Time Frame: About 1 hour
Standards:
3-5.DTC.c.4 Gather and organize information from digital sources by
quoting, paraphrasing, and/or summarizing
8. Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
Literacy.RI.4.4-Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a grade 4 topic
or subject area.
4.11 Describe the climate, major physical features, and major natural
resources in each region.
Materials:
Computer/Smartboard
Cell Phone/iPad
Plickers ID cards
Biome Webquest
iPads/Computers (one/pair of students)
Symbaloo
Option 3: 3D Printing
Adapted from: https://www.pinterest.com/pin/280067670555428632/
1. Students can use an APP such as SketchBook Express to sketch
their animal.
2. The animal can then be added to the 123D Sculpt App where a
background of the biome can be included.
3. Students can also use 3D printing software to print their animals
for a classroom zoo
Summative Assessment
Poster Presentation Rubric
Lesson 3 Technology Application:
In lesson three, there are two options for technology use for the final
project. Using both Scratch and 3D printing are examples of
redefinition in the SAMR model. These tasks would not be possible
without the use of technology.
2.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion:
1. Look back at your question and prediction. Record any additional
information you learned from our experiment.
2. Why are birds' beaks different depending on what they eat?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name:_____________________________________
Partner:___________________________________
Biome Webquest
Directions: Read about your biome and answer the
questions below.
Name ___________________________
Group Members
__________________________________________________________
Animal Poster Requirements