Submitted by: Michelle Roman _______CWID_________50140664________________

Grade Level: _3rd__ Mentor Teacher ____Ms. Vavra________

Subject/Topic:_______Science/ Animal Adaptations ____________

Amazing Animals Adaptations!

Rationale: (A complete sentence stating the

purpose of the lesson.)
Students will be able to determine various
ways that an animal could adapt to a specific in APA format.)
habitat.
Materials/Equipment: (Include the source
for any book, recording, song, game, or idea,
1 large reusable food storage
container (with a lid)
1 spoon
1 large bag of candy corn
1-3 king sized bags of M&MS
1 zipper sandwich bag per student
Crayons
Candy corn camouflage graph
Candy corn outline
Pictures/examples of each type of
animal camouflage.
Camouflage foldable
Extension/Optional Landforms
Worksheet

TEKS Achieved: (Include all TEKS and Accommodations:(what YOU do to modify

ELPS labeled, numbered, and summarized.)
3.2F Communicate valid conclusions
supported by data in writing, by
drawing pictures, and through verbal
discussion.
3.4A Collect, record, and analyze
information
3.10B Explore that some
characteristics of organisms are
inherited such as the number of
limbs on an animal or flower color and questions to come up with adaptations. For
recognize that some behaviors are
learned in response to living in a
your lesson)
1. (for a child with special needs)
2. (for a student that is an ELL)
Enrichment: Have students research
animals with interesting adaptations, such as
those that live deep in the ocean or those
that live in the Galapagos Islands. These
students can later share their findings with
the class.
Support: Once these students have
chosen a habitat, give them guiding
example: How will animals in the Rocky
 certain environment such as animals Mountains adapt to the year-round snow?
using tools to get food.

For the four categories below, delete any criteria which do NOT apply to your lesson

Classroom
Blooms Taxonomy: Differentiated Strategies: Curriculum
Learning: Cooperative Groups Integration:
Knowledge/Remembe
r Auditory Hands-On
Comprehension/Unde Visual/Spatial Technology Math
rstand Kinesthetic Independent Reading
Application Logical/Math Activities Simulation Science
Analysis Verbal/Linguistic Charts/Graphs/Maps Writing
Create / Synthesis Musical Lecture Art
Evaluation Intrapersonal Problem Solving
Interpersonal Whole-group
Peer tutoring
Pairing
Student
Presentations

Objectives: (Statements about what the children will do, written out as the student will.
Include objectives for your chosen content area(s). Refer to the TEKS and ELPS. The
number of objectives should meet the number of TEKS and ELPS)

TSW 3.2F Communicate valid conclusions supported by data in writing, by drawing

pictures, and through verbal discussion.

TSW 3.4A Collect, record, and analyze information

TSW 3.10B Explore that some characteristics of organisms are inherited such as the
number of limbs on an animal or flower color and recognize that some behaviors are
 learned in response to living in a certain environment such as animals using tools to get
food.

Lesson Plan: (The following plan is how you will teach the lesson by following the Lesson Plan
Cycle: Introduction, Information Giving & Modeling, Guided Practice, Independent Practice,
Evaluation, Closure/Culminating Activity, Extension, Accommodations/Modifications. Omit
the instructions when typing your lesson plans. Your lesson plan will not fit on just one page)

Introduction
(Anticipatory Set/Focus/Motivation) :(Write what CREATIVE, COMPELLING thing you
will say or do to immediately grab the childrens attention and interest. This will be short.)
Pour the large bag of candy corn into your reusable container.
Add M&Ms and stir.
Give each student a zipper bag, then have them use the spoon to scoop the first 5 M&Ms
they see out of the container and place them in their zipper bag.
Once each child has selected 5 M&Ms, make a graph of the colors selected.
You should find that your students selected mostly red, brown, blue, and green M&MS and
very few yellow and orange.
Discuss why these results occurred, relating them to animals camouflage.

Information Giving
(Include how you will give information and/or model the procedure or process; This is
where you tell them their learning target).

Check for Understanding (How will you check that they have understood what you are
telling/showing them)?

Start by asking
students to discuss the following question: What do people do to adapt to winter weather?
Tell students
that adapt means to change something about your appearance, behavior, or surroundings to
make it easier to live and survive.
Allow some students to
share out loud. Students may say things like: wear winter clothes, use blankets, salt the
sidewalks, and stay indoors.
Tell students that
animals must also adapt to their habitat, or place where they live, to survive.

Guided Practice:
(Include how you help them learn the information, procedure or process):
 Check for Mastery (How will you check that they have learned what you told/showed
them and can do it on their own)?

Tell students that there are two basic ways that animals adapt to their habitats.
One way is by changing the way that they look. This is called a physical adaptation.
For example, a deer can camouflage, or blend in, with its brown forest surroundings. A
duck has webbed feet to help it swim in the water.
Ask students to share some other physical adaptations that they know of.
Set up notebooks with fold-ups.
Look at and discuss each poster. Students take notes on the type of camouflage each
example shows.
Students color the animals and draw their environments.

Independent Practice:
(Include what they will do on their own that uses the information, procedure or process):

Allow students to think about the four types of camouflage: blending, pattern,
disguise, and mimicry.

Then have students look around the room. Ask them how they can color their candy
corn to hide in the room.
Can they color it to match its surroundings? Can they decorate it with a pattern that
will make it hard to find?
Have students color the candy corn in a way that will camouflage it, then carefully cut
it out.

Assessment/Evaluation: (State your method of evaluating whether or not the students

learned the concepts or skills listed in your objectives above. State WHAT you will assess
and HOW you will assess. BE SPECIFIC)

If the students are coloring their candy corn to match one of the four camouflage
characteristics and blending it to its surroundings, then they were able to comprehend
the activity and understand the material.

Closure / Culminating
Activity: (What will you or the class do to bring the lesson to an appropriate or logical
conclusion. Closure is a conscious decision and should be planned!)

Once the students are finished, they can hide it in the room and see if a friend or
buddy can find it!
 Enrichment/Extension: (What will you do/say to show how what they learned is used in
their daily life. What will you have available for students who complete the independent
practice early? This activity must relate to the objectives of the lesson, but not be more
of the same!)

Explain that students will be creating a new animal! They can use supplies to draw a
picture of their animal.
First, students will read the worksheet American Landforms. Then, they will choose
the habitat in which their animal will live.
The animal they create must demonstrate at least two physical adaptations.
When students are finished creating their animals, they must write about the two
physical adaptations that their animal has.

Reteach: (This may not be necessary, but state HOW you will reteach. BE SPECIFIC)

Have students research animals with interesting adaptations, such as those that live
deep in the ocean or those that live in the Galapagos Islands. These students can
later share their findings with the class.

Accommodations and/or Modifications: (How will you modify your lesson for special needs
students? for English Language learners?)

Modifications: Once these students have chosen a habitat, give them guiding
questions to come up with adaptations. For example: How will animals in the Rocky
Mountains adapt to the year-round snow?

Self-Assessment: (Your view on how the lesson was presented by you and perceived by
the students.)