Animal Adaptations: Sugar Gliders Lesson Plan

Elements of the Lesson Evidence that Documents the Elements

I. Standard ELA
​Common Core State Standards ● RI.3.4 Determine the meaning of general academic and domain-specific
Or Essential Elements words and phrases in a text relevant to a grade 3 topic or subject area.
● RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
● RI.1.7 Use information gained from illustrations and the words in a text to
demonstrate understanding of the text (e.g. where, when, why, and how
key events occur).
● RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic.
● RF.3.4 Read with sufficient accuracy and fluency to support
comprehension.

II. Objectives/Targets and I can statements
​What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
Science
● 3-LS2-1 Construct an argument that some animals form groups that help
members survive.
● 3-LS4-3 Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all.
● 3-LS3-2 Use evidence to support the explanation that traits can be
influenced by the environment.
● L.OL.03.42 Classify animals on the basis of observable characteristics.
Throughout the Week
● I can write to share information supported by details in my Journal.
● I can engage in collaborative discussions about articles and books with my
peers.
● I can make predictions about a reading and check these predictions after
reading with supported evidence.
 ● I can determine the meaning of general academic and science-specific
words, such as “nocturnal” and “marsupials”.
● I can make observations about the habitat and the adaptations of Sugar
Gliders.

At the end of the lessons, the students will be able to predict, use reading
strategies to help with comprehension, and demonstrate research skills. They will
also be able to work together as a team at an appropriate and successful level in
order to keep themselves, others, and the Sugar Gliders safe. Students will also be
able to compare and contrast gophers and sugar gliders, and explain different
physical and behavioral adaptations of animals. They will also be able to explain
habitats of different animals.

Formative Assessment Strategies that will be used to inform instruction are

teacher-students observations, comprehension questions, participation in
discussions and observations, and worksheets created by the teacher (i.e.
Observation Form, Venn Diagram).

The challenges that students might encounter are technical difficulties, answering
higher level questions, student motivation, student attention, teamwork, and fear
of animals.

III. Lesson Management: Focus and Organization Positive Strategies/Techniques/Tools

​What positive strategies, techniques and tools will you see? 1. Review Prior Knowledge
What ideas for on task, active and focused student 2. Progress Monitoring
behavior? 3. Specific Praise/Positive Reinforcement
4. Visual guides for vocab
5. DRTA Lesson
6. Turn-And-Talk
7. Think-Pair-Share

Student Behavior
1. Answering teacher questions
2. Asking their own questions
 3. Completing all Guided, Partner, and Independent Work
4. Appropriately working as a team
5. Following directions to keep self and Sugar Gliders safe.

IV. Introduction: Creating Excitement and Focus for the
Lesson Target
​What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Generate Interest
Day 1​: Review KWL Chart, add any other information.
Day 2​: Bring in Sugar Gliders
Day 3​: Video of Cage and Supplies
Day 4​: Review KWL and Vocab
Day 5​: Review KWL and Vocab, Sugar Gliders

Prior Knowledge
Day 1​: Gopher Adaptations
Day 2​: Sugar Glider Article
Day 3​: Sugar Glider Observations
Day 4​: Sugar Glider Observations, Read Aloud
Day 5​: Sugar Glider Observations, Read Aloud, Gopher Lesson

Practice/Review
● Vocab Review
● KWL Chart
● Venn Diagram

V. Input: Setting up the Lesson for Student Success Vocab

● Opposable Thumbs
Task analysis: ● Gliding
● What information does the learner need? If needed, ● Nocturnal
how will it be provided? ● Marsupials
● What are the step-by-step procedures of the lesson? ● Patagium
How is the lesson scaffolded? ● Exotic
Bloom’s Taxonomy *​Webb’s Depth of Knowledge
- Remembering ​- Recall Task Analysis
- Understanding ​ - Skills/Concept Day 1
- Applying ​- Strategic Thinking
- Analyzing - Extended Thinking 1. The teacher and students will review what was learned in the Gopher
- Evaluating lesson through the Vocab Board and KWL Chart.
- Creating – generating new ideas 2. The teacher will ask the students what they want to learn about Sugar
Gliders, adding the questions under the “W” in KWL.
Accommodations: Differentiating to meet students’ needs 3. The teacher will perform a DRTA Lesson, where students make
● Remediation/Intervention predictions about what they will be reading.
● Extension/enrichment a. “Are Sugar Gliders related to Kangaroos?”
i. Yes?
Methods, Materials and Integrated Technology ii. No?
● Instructional techniques b. “When do Sugar Gliders sleep?”
● Engagement strategies i. Daytime?
● Materials and Integrated Technology list ii. Nighttime?
c. “What is one physical adaptation of a Sugar Glider?”
d. “What is one behavioral adaptation of a Sugar Glider?”
e. “Do Sugar Gliders fly or do they glide?”
i. Fly?
ii. Glide?
4. The teacher will pass out the teacher-made Sugar Glider article to the
students.
5. The teacher will write scientific/higher-level words on the board for the
students to watch out for in the article (i.e. nocturnal, marsupial). The
teacher will say the word, and then ask the students to repeat the word
by saying, “What word?”
6. Students will read the article with partners; the teacher will walk around,
providing support as needed.
7. The teacher and students will check the predictions, showing evidence
from the article.
8. The teacher will then ask the students what they have learned about
Sugar Glider Adaptations, adding it to the “L” in KWL.
9. The teacher will add the new vocab to the Vocab Board.

Day 2 (may take 2 days)

1. The teacher will bring in the Sugar Gliders in a cage, with a heat rock,
paper towels, wet wipes, blanket, pouch, food, water, and treats.
 2. The teacher will tell the students the safety rules:
a. Quiet voices
b. Slow Movements
c. No crowding
d. Gentle touches
e. Only Mrs. Brown and Mrs. Harris are allowed to handle the
Gliders/open the cage.
3. The teacher will explain the Observation Form, and Check For
Understanding.
4. The students will reread the Sugar Glider article while the teacher calls
one table at a time to observe the Gliders
5. The teacher will show each group the “habitat”, materials, and the
Gliders.
6. The students will write down their observations of the Gliders’ physical
and behavioral adaptations.
7. Whole Group: The students will share their observations, which the
teacher will add to the KWL Chart.

Day 3
1. The teacher will show a teacher-made video to the students, showing the
at-home “habitat” of the Gliders.
2. The teacher will add any information the students learned from the video
to the KWL Chart.
3. The teacher will read aloud ​You Have a Pet What?! Sugar Glider​ by Karen
Latchana Kenney, asking guided reading questions.

Day 4
1. The teacher and students will review what was read in the book, adding
vocab words and adding to the KWL Chart.
2. The teacher will continue the read aloud, using the Sugar Gliders as real
models at certain parts.

Day 5
 1. The teacher and students will review what was read in the book, adding
vocab words and adding to the KWL Chart.
2. The teacher and students will complete a Venn Diagram, comparing and
contrasting Gophers and Sugar Gliders (students will have their own
paper).
3. The teacher will model the features of the Venn Diagram and share one
similarity and one difference.
4. The teacher will then ask the students for some similarities and
differences between Sugar Gliders and Gophers.
5. When the Venn Diagram is complete, the students will write in their
journals, comparing and contrasting Sugar Gliders and Gophers.

Accommodations/Extensions
1. Some students may need more Guided Practice than others throughout
the week, so they may work in pairs for extra support or work one-on-one
with the teacher.
2. The teacher will leave the book, ​You Have a Pet What?! Sugar Glider​ by
Karen Latchana Kenney, on the whiteboard for any student who wishes to
read it during Independent Reading time.

Methods, Materials, and Integrated Technology

1. Teacher-Made Sugar Glider article
2. Sugar Gliders (with cage, food, treats, heating rock, pouch, and paper
towels/wet wipes)
3. Teacher-made Sugar Glider video
(​https://www.youtube.com/watch?v=VcsXX5i_1xM​)
4. You Have a Pet What?! Sugar Glider​ by Karen Latchana Kenney
5. Vocab Board
6. KWL Chart
7. Venn Diagrams

VII. Checking for Understanding Day 1

Samples of questions to be asked ● “Are Sugar Gliders related to Kangaroos?”
Ways in which students will respond and be engaged ● “What is one physical adaptation of a Sugar Glider?”
Formative assessment strategies to be implemented
Day 2
● ”What are the rules to keep us and the Sugar Gliders safe?”
● “What is one behavioral adaptation of a Sugar Glider?”

Day 3
● “What other animals live in large packs?”
● “What are the ‘wings’ of a Sugar Glider called?”

Day 4
● “Why should the temperature be between 70 and 90?”
● “How are Kangaroos and Sugar Gliders related?”

Day 5
● “What are some similarities between a Sugar Glider and a Gopher?”
● “What are some differences between a Sugar Glider and a Gopher?”

Students will be involved by answering questions, partner reading,

Turn-and-Talks/Think-Pair-Shares, participating in the Independent Practices, and
asking inquiry-based questions. They will also be engaged through vocabulary,
and adding to the KWL chart. Students will also be involved by observing 2 female
Sugar Gliders, filling out observation forms about them.

Formative Assessment Strategies that will be used to inform instruction are

teacher-students observations, comprehension questions, participation in
discussions and observations, and worksheets created by the teacher (i.e.
Observation Form, Venn Diagram).

X. Closure The “I Can” statements will be reviewed at the end of each lesson and at the end
​How will the ‘I can’ statement(s) be reviewed? of the week through classroom discussions and additions to the KWL and
How will students be involved? Vocabulary charts about what the students have learned about animal
What connections to future learning will occur? adaptations and sugar gliders.

XI. Assessment
​What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
Students will be involved by answering questions, partner reading,
Turn-and-Talks/Think-Pair-Shares, participating in the Independent Practices, and
asking inquiry-based questions. They will also be engaged through vocabulary,
and adding to the KWL chart. Students will also be involved by observing 2 female
Sugar Gliders, filling out observation forms about them.
Connections to future learning will occur by providing students with basic
knowledge of animal adaptations, gophers, and sugar gliders in order to finish the
Unit by completing a research project on an animal of their choice.
Completed KWL chart and Vocabulary Board, Venn Diagrams, and Observation
Forms are evidence that supports the objectives were met.
At the end of the lessons, the students will be able to predict, use reading
strategies to help with comprehension, and demonstrate research skills. They will
also be able to work together as a team at an appropriate and successful level in
order to keep themselves, others, and the Sugar Gliders safe. Students will also be
able to compare and contrast gophers and sugar gliders, and explain different
physical and behavioral adaptations of animals. They will also be able to explain
habitats of different animals.
Formative Assessment Strategies that will be used to inform instruction are
teacher-students observations, comprehension questions, participation in
discussions and observations, and worksheets created by the teacher (i.e.
Observation Form, Venn Diagram).
(Edited by Elementary Team, 2014)
Revised July 2016
(Revised 9/17)