Date 2/28/17

Concept: Change

Essential Understandings:

-Change impacts development.

-Change impacts adaptability.

Essential Questions:

-Does the occurrence of change need a reason?

-Does change build upon itself?

-What is a reason for change?

Subject: Science

Integration:

Objective:

-At the end of this lesson, students will be able to construct and explain the various

adaptations birds have in order to survive in each of their unique environments.

Standard: 3-LS3-2, 3-LS4-2

Motivation:

Slide show of extreme adaptations.

Ask the students What is your favorite animal?
o One of the students will hopefully bring up a bird as their favorite animal.

If this does not occur, Carson or I will say that our favorite animal is a

type of bird to direct their attention towards the actual lesson.

Vocabulary: Adaptations, Animals, Birds, Environment

Body of Lesson:

Students will brain storm list of birds, and their defining characteristics. They will also

be asked to state what the characteristics help the bird do. Carson or I will then display the bird

adaptation chart provided in the Flying Wild book. Then as a class, we will see how many of the

different birds and characteristics the students came up with were correct. Students will then be

prompted with questions to help with the understanding of the reason behind certain adaptations.

Why do humming birds have such long beaks?

Why do ducks have webbed feet?
Why toucans have such a large colorful beak?
Why do eagles have such large talons and sharp beaks?
Why are some male birds sometimes more colorful?
Why do vultures have such a good sense of smell?

Students with then be directed create their own, original bird using the supplied materials. These

birds will be designed to adapt to its habitat. The students need to decide:

Where the bird will live,

What it will eat,
How it moves,
 And how it raises its young.

Students should have a list of adaptations that are necessary for the birds survival, created before

given the materials and directions for creating their own bird. Students with need to write a short

description of the bird that includes its name, food sources, habitat, and lifestyle. They need to

tell why it has specific adaptations to their environments that help the bird succeed in living.

Students will be asked to imagine their bird in a different environment and how they will do.

Finally, students will present their projects (and everything about them) to the class.

Time Management:

3:15-3:30
o What is an adaptation?
Question will be on board and students will be instructed to define what an

adaptation is on their own or with their group on a sheet of paper.

Students will also be asked to think of what their favorite animal

is.
3:30-3:45
o Introduce ourselves.
o Starburst ice breaker.
Each student will receive a packet of two starbursts and have to state their

name and answers the questions that correspond to the two colors they got.
3:45-4:00
o Motivator
Extreme adaptation slideshow.
Ask the students what is their favorite animal.
One of the students will hopefully bring up a bird as their favorite
animal. If this does not occur, Carson or I will say that our favorite
animal is a type of bird to direct their attention towards the actual
lesson.
4:00-4:10
o Students will brainstorm a list of bird characteristics, name the birds with such
characteristics, and describe the advantage of each characteristics adaptation.
4:10-4:20
 o Display the bird adaptation chart for reference by the students. Will have a class
discussion as to how accurate the students descriptions of birds and their
adaptations are.
4:20-4:40
o Explain that the students will create their own original bird, which theyll design
to adapt to its habitat. Each student needs to decide:
Where the bird will live,
What it will eat,
How it moves,
And how it raises its young.
o Students will create their bird with supplied materials.
Students need to have a short description of the bird including:
Its name, food, sources, habitat, and lifestyle.
They need to have a list of adaptations, and the advantages
provided by them in order to succeed in their habitat.
4:40-5:00
o Students will talk about their creation to the class.
Ask each student if the bird could easily survive in a vastly different
environment,
Why or why not?
o Clean up if time allows.

Evaluation: Students can accurately define why different adaptations aid in the survival of

different birds in different locations.

Materials:

Drawing materials.
Modeling clay.
Construction paper.
Scissors.
Googly eyes.
Pipe cleaners.
Glue
Feathers

Adaptations: