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READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will research different animals and their adaptations.
B. Objective(s)—Students will demonstrate their understanding of an animals adaptations by creating a wanted
poster for their animal.
C. Standard(s): 3.LS.3 Construct an argument that plants and animals have internal and external structures
that function to support survival, growth, behavior, and reproduction.
II. Materials
• Wanted poster
• iPads
• projector
• document camera
IV. Purpose: Today we are going to be learning about adaptations that animals have to help them thrive in the
environments they are in. Just like we have teeth to help us chew, animals also have adaptations to help them.
PLAN FOR INSTRUCTION
(ACEI 1.0)
V. Adaptation to Diverse Students—For students who have trouble focusing, I have an engaging activity that will
help them stay focused and on track. For students who work better on the iPad, I will have a downloadable
version of the wanted add for them to work on. (ACEI 3.2)
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Formative- Asking students questions, listening to students discussions and questions
Summative- students’ wanted poster
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Was the video effective in teaching adaptations?
8. Were the adaptations appropriate and effective?
9. How could the activity been better?
10. What this a time appropriate activity?
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