KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT
Teacher Candidate

Victoria Jade DeLuca

Cooperating Teacher:
Group Size:

21

Subject or Topic:

N/A

Date:

September 27, 2014

Coop. Initials

Allotted Time 40 minutes

Science: Animal Adaptation-Lesson 1

Grade Level
Section

3rd Grade
010

STANDARD:
Science Inquiry 3.1.3.C4:
Distinguish between scientific fact and opinion.
Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known.
Plan and conduct a simple investigation and understand that different questions require different
kinds of investigations.
Use simple equipment (tools and other technologies) to gather data and understand that this
allows scientists to collect more information than relying only on their senses to gather
information.
Use data/evidence to construct explanations and understand that scientists develop explanations
based on their evidence and compare them with their current scientific knowledge.
Communicate procedures and explanations giving priority to evidence and understanding that
scientists make their results public, describe their investigations so they can be reproduced, and
review and ask questions about the work of other scientists.
I. Performance Objectives (Learning Outcomes):
A. 3rd grade students will be able to
1. describe what an animal adaptation is as well as the supplementary vocabulary
by creating a wordbook with information obtained from an informational text
and a discussion based lesson
2. inquire about scientific facts, explore/investigate, and record data by performing
the procedures of keeping a science journal
II. Instructional Materials
A. Computer
B. Smart Board
C. Frayer Model worksheets
D. Venn Diagram worksheets

E. Book: Black Out! Animals That Live in the Dark Written by: Ginjer L. Clarke and
Illustrated by Pete Mueller
F. Text set with additional books on animal adaptations
G. Charting paper
H. Markers
I. Journals
J. Pencils
K. Vocabulary list without definitions
L. Definition of the day cutout
M. Scissors
N. Glue
O. Animal Life Short Clip https://www.youtube.com/watch?v=w_Fcn43j6XI
P. Senses Video https://www.youtube.com/watch?v=n5cbtptm0qk
Q. Neuroscience for kids http://faculty.washington.edu/chudler/amaze.html
III. Subject Matter/Content
A. Prerequisite skills
1. Knowledge of the five senses
2. Have a basic understanding that there are different types of animals
3. Fine motor skills
4. Gross motor skills
B. Key Vocabulary
1. Adaptation- a change or the process of change by which an organism or species
becomes better suited to its environment.
2. Inquiry- a question and investigation for truth
3. Nocturnal Animals- animals that live during the night
4. Echolocation- locating objects by reflected sound, in particular that used by
animals such as dolphins and bats
5. Senses- ways that the body receives information; sight, hearing, smelling,
tasting, and feeling
6. Vision- to see with your eyes
7. Environment- : all surroundings (air, water, soil, plants, people, animals).
8. Animal Classifications- groups of types of animals
a. Mammals- a warm blooded animal with fur or hair that covers their
body
b. Birds- a warm-blooded, egg-laying animal that has feathers, wings,
and a beak.
c. Marine life- creatures that live in the ocean
d. Reptiles- a cold blooded animal with scales that lays eggs
e. Amphibians- a cold blooded animal that has the ability to live in the
water and/or on land
f. Arthropods- the largest animal group; insects, bugs, crustacean
C. Big Idea
1. What are animal adaptations and how do they use extreme senses for survival?
D. Additional content
1. Specific animal classifications.

IV. Implementation
A. Introduction
1. To start the lesson the teacher will turn the lights off to show the 46 second
Animal Life Short Clip. Make sure to have the volume slightly turned up higher
than normal so that the darkness of the room, brightness of the video, and sound
will capture the students senses. In addition, spray just a little pine fresh scent
around the room as they watch the clip.
2. After the video is over ask the students to predict what they think they are going
to be learning about.
B. Development
1. Next the teacher will explain that we are going to be learning about animal
adaptations. Ask if anyone knows what adaptations are and then proceed to give
a thorough definition with examples.
2. The teacher will explain that we will be exploring the different types of animals
and their super senses that help them to survive.
3. Lead the discussion to focus momentarily on the five human senses. Ask the
students to play heads down thumbs up to answer this question so that the
students feel free to be honest with their response.
4. Once everyones heads are down ask them to make a thumbs up if they know
what the five senses are. Take note if the majority of the class knows what the
five senses are to give you a good estimation of how much detail you need to go
into when reviewing the five senses. At the 3rd grade level most children should
be aware of the five senses, but a quick review should be done.
5. Explain that we are going to listen to this song to refresh our memories about
the five senses. Inform them to pay close attention since they will need to
remember the five senses because they will be using them to experience animal
adaptations.
6. Play the Senses Song and move along with the lyrics.
7. After the song, state that now we know the basics we will be getting down to
business and really start to dig into some exciting information and exploring
some weirdest animal adaptations.
8. Read the book Black Out! Animals That Live in the Dark written by: Ginjer L.
Clarke and illustrated by Pete Mueller. As you read the book introduce some of
the vocabulary words that are in there.
9. Pass out a worksheet with a Venn diagram on it (See document attached). This
will be taped inside their science notebooks later on.
10. At this time the teacher will develop an inquiry based focus question, such as
How are animal senses different from human senses? Have the students write
this as the title on the Venn diagram worksheet.
11. Instruct them to brainstorm ideas with their tablemates. Pass the book you read
to them around the room so that they can get ideas from it.
12. Bring the class back to a whole and ask someone from each table to share their
tables collaborative ideas and diagram.

13. The teacher will write their responses on the board. Together they will pick the
best answer or answers.
14. Next, go over the definitions of the vocabulary words and add any others that
were not mentioned in the book that was read. Make sure to relate back to the
book.
15. Have enough Frayer Model worksheets prepared for each student. (See
document attached)
16. After the definitions have been taught, pass out the worksheets and assign each
table group three vocabulary words. Have the students work together to gain
understanding of their assigned vocabulary words by using the Frayer Model.
17. Have books available to them from the unit text set.
18. As the students work go around the room monitoring each table.
19. Students are welcome to access the book or the computer for additional
information.
20. With this model the students will come up with a definition, synonyms,
examples, and then draw a picture. Allow enough time for the teams to make a
well thought-out Frayer Models.
21. Once completed, ask each group to briefly share their Frayer Models.
22. Collect all the Frayer Model worksheets and make enough copies for each table
to have all the definitions. These worksheets will be stapled together and used
as a wordbook resource for this unit. Note these should be made by the next
class.
23. Finally, pass out preprinted labels for the title; the title will be Animal
Adaptations and Their Extreme Senses. Ask the students to take out their
science journals, open to the next blank page, and stick the label at the top of
that page. This will be the start of this lesson unit in their journals.
24. Instruct the students to glue the Venn diagram they made on the first page.
25. The Venn diagram and Frayer model wordbook will be used as the formative
assessment for lesson one.
C. Closure
1. In closure, tell the students that this is going to be a fun and interesting week of
learning about animals and their extreme senses! Explain that since we now are
familiar with what adaptations are and have looked at some related topics we
can get ready to look at specific animals. Then bring up the Neuroscience for
kids website. Show them the list of the animals that they will be getting to learn
more about them through experiencing their extreme senses each day. Exclaim,
Tomorrow we will be focusing on animals and their sight and hearing ability.
D. Accommodations/Differentiation
1. To accommodate K.D., a 3rd grader with dyslexia, the teacher will read the
vocabulary Frayer Model sheets to her on one-on-one.
2. The teacher will also provide K.D. with her own set of flashcards to take home
and keep. They will be flashcards with the vocabulary words and others with
main points on them. They will be made with visuals on them since individuals
with dyslexia learn easier with the aid of visuals.

E. Assessment/Evaluation Plan
1. Formative
a. The teacher will assess the students ability to complete a science journal
entry. Page one will be assessed for Venn diagram. The Frayer Model pages each
group created will also be assessed.
2. Summative
a. The summative assessment will be at the end of this unit.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on student
performance written after lesson is taught, includes remediation for students who fail
to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective answers to

question recorded after lesson is taught)
1. Does the introduction hook their attention as planned?

2. Does the Fryer Model group project work well by giving each group three
vocabulary words to work on? Should it be more or less?

3. After completing the Fryer Model project, do the students have adequate
knowledge of the vocabulary terms?

VI. Resources:
1. Clarke, G. L. (2008). Black Out! Animals That Live in the Dark. New York: Grosset & Dunlap.
2. Chudler, E. H. (2014, September 29). Amazing Animal Senses. Retrieved from Neuroscience for
Kids: http://faculty.washington.edu/chudler/amaze.html

3. Animal Life Short Clip https://www.youtube.com/watch?v=w_Fcn43j6XI

4. Senses Video-Have Fun Teaching https://www.youtube.com/watch?v=n5cbtptm0qk