Molloy College

Division of Education
Student Emely Villacorta Professor R. Moroney
Course EDU 5230-01 Date 6/17/19
Grade 2 Topic Animal Adaptations Content Area Science

Instructional Objective*(s)

After reading “What Do You Do with a Tail Like This?” by Steve Jenkins, students will
participate in a class discussion about the different structural adaptations that animals have to
survive in their environment (e.g. beaks, tails, ears, feet, mouths). Then, students will be assigned
groups and choose two animals and compare and contrast their structural adaptations through a
video (e.g. FlipGrid, iPad) based on a teacher-constructed rubric.

CCLS / +NYS STANDARDS & ISTE NETS for Students AND INDICATORS

ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (RI.2.1)
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

Indicator:
 This will be evident when the teacher reads “What Do you Do With a Tail Like This?”
and students engage in the conversation by asking questions.

ELA & Literacy Standard (CCS): Reading; Integration of Knowledge and Ideas (RI.2.9)
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.

Indicator:
 This will be evident when the students create a video to orally compare and contrast the
structural body parts of two animals.

English Language Arts Standard(CSS): Speaking and Listening; Comprehension and

Collaboration (SL.2)

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
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Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.

Indicator:
 This will be evident when students work collaboratively to compare and contrast the
structural parts of an animal in cooperative learning groups, to then make a video.

National Next Generation Science Standards

(LS1.A)
All organisms have external parts. Different animals use their body parts in different ways to see,
hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in
food, water and air.

Indicator:
 This will be evident when students listen to “What Do You Do with a Tail Like This?” by
Steve Jenkins and participate in a class discussion about structural parts of an animal.

(LS1.D) (1-LS1-1)
Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive.

Indicator:
 This will be evident when students observe the pictures in “What Do You Do with a Tail
Like This?” by Steve Jenkins and ask questions.

ISTE Standards
1C:Students use technology to seek feedback that informs and improves their practice to
demonstrate their learning in a variety of ways.

Indicator:
 This will be evident when students use iPads to create video to compare and contrast
structural parts of an animal.

6D: Students publish or present content that customizes the message and medium for their
intended audience

Indicator:
 This will be evident when students (groups) present their video to the classroom on
comparing and contrasting structural parts of an animal.

MOTIVATION
Students will be presented a short video on a monkey swinging on a tree by using his tail. The
teacher will play the video and have “Is the tail important to the monkey? Why? How do you
© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language
know?” posted on the board. After watching the video, students will discuss why they think the
tail is important/unimportant.

MATERIALS

 An overhead projector
 Laptop
 Teacher constructed rubric
 9 iPads/tablets with a working video camera
 9 iPad chargers
 Video on “Swing Through the Trees with Amazing Spider Monkeys”
o https://video.nationalgeographic.com/video/news/0000014d-2f5c-d504-a5cd-
6f5f2fc90000
 “What Do You Do with a Tail Like This?” by Steve Jenkins
 Pencils
 Exemplar informational video to model with (teacher created)
 Anchor chart with structural adaptions (visuals)
 Small plastic animals
 SmartBoard
 Baggies with printed pictures
 Enlarged photographs from “What Do You Do with a Tail Like This?”
 Sentence starters (This animal has…because…)
 Double Bubble Map
 Blank paper for Thinking Maps
 Online gallery of structural adaptations

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 Video: Animal Structural Adaptations

Teacher Name: Emely Villacorta

Students Name: ________________________________________

CATEGORY 4 3 2 1 Score
Concept Team has a clear Team has a fairly Team has Team has spent little
picture of what clear picture of what brainstormed their effort on
they are trying to they are trying to concept, but no brainstorming and
achieve. Each achieve. Each clear focus has refining a concept.
member can member can emerged for the Team members are
describe what they describe what they team. Team unclear on the goals
are trying to do are trying to do members may and how their
and generally how overall but has describe the contributions will
his/her work will trouble describing goals/final product help them reach the
contribute to the how his/her work differently. goal.
final product. will contribute to the
final product.
Storyboard Storyboard is Storyboard is Storyboard has Storyboard is not
complete with relatively complete glaring omissions done or is so
sketches for each with sketches for in scene planning. incomplete that it
scene, detailed most scenes, and There are some could not be used
notes on titles, notes on titles, sketches, and even as a general
transitions, sound transitions, special notes on titles, guide. Storyboard
etc. Storyboard effects, sound, etc. transitions, special reflects very little
reflects Storyboard reflects effects, sound, etc. planning of the
outstanding effective planning Storyboard reflects visuals.
planning and and organization for attempts at
organization for the visuals in the planning and
the visuals in the video. organization for the
video. visuals in the video.
Script Script is complete Script is mostly Script has a few There is no script.
and it is clear what complete. It is clear major flaws. It is Actors are expected
each actor will say what each actor will not always clear to invent what they
and do. Entries say and do. Script is what the actors are say and do as they
and exits are shows planning. to say and do. go along.
scripted as are Script shows an
important attempt at
movements. Script planning, but
is quite seems incomplete.
professional.
Teamwork Students meet and Students meet and A couple of team Meetings are off
thoroughly discuss discuss their topic. meetings are off topic AND/OR some
their topic. All Most students topic. Most team members do
students contribute contribute to the students contribute not contribute a fair
to the discussion discussion and are to the discussion share of the work.
and all are listened listened to and are listened to
to respectfully. All respectfully. All respectfully. All
team members team members team members
contribute a fair contribute a fair contribute a fair
share of the work. share of the work. share of the work.

Note: Students will complete the tasks above, then film their video as a group.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 STRATEGIES

Teacher Demonstration
Indicator: This will be evident when the teacher reads to the class “What Do You Do with
a Tail Like This” and then explains to the class the importance of structural adaptations.

Discussion

Indicator: This will be evident when the students are discussing as a class the structural
adaptations of animals.

Indicator: This will be evident when students compare and contrast the animals within
their groups.
Cooperative Learning
Indicator: This will be evident when students work with their groups to create an
informational video comparing and contrasting structural parts of an animal.

Modeling
Indicator: This will be evident when the teacher models to the students what an
informational video looks and sounds like. The teacher will have the students watch the
exemplar information video and demonstrate how to record.

Scaffolding
Indicator: This will be evident when the teacher helps the student understand structural
adaptations by listing adaptations on an anchor chart with visuals.

Indicator: This will be evident when the teacher helps students understand content
specific words by providing vocabulary words with definitions.

ADAPTATIONS

 The student with a significant grapho-motor disability will use a voice-to-text application
for writing assignments.
 The student who is an English language learner will be provided with content specific
vocabulary words prior to the lesson.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
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  The student with a reading or literacy impairment will use a Reading Pen to hear the
words on a page by gliding the pen over them.

DIFFERENTIATION OF INSTRUCTION
By implementing the Universal Design for Learners, students will be taught to his or her
own best suited learning style. Students preferences will be met through differentiation of
instruction and creating an effective alternative assessment for individual learners who rather
options that meet their learning style.

Auditory learners – Students will listen to the teacher’s reading of the book. The teacher will
also imitate the sound of noises that occur throughout the book (for example, the sound of a bird
chirping or the sound of a bat falling). The teacher can provide a Text Reader “audiobook”
version for students who would like to listen to the story and specific parts repetitively. Students
will listen to all discussions to understand the lesson. The teacher will also repeat information
throughout the lesson.

Visual learners – Students will view the teacher point out and describe the illustrations from the
book being taught. Photographs from the books will be printed and enlarged for students who
prefer to analyze visual details. Students can use anchor charts displayed on the walls and posted
for the entirety of the adaptations unit.

Tactile learners – Students will hold plastic animals an examine the animal’s adaptations. This
will help the students incorporate touch and hands-on learning to physically see the animal and
notice the different body parts. Students can draw picture depictions to clarify his or her
understanding.

Tier Process/Product
Tier I
In a small group, students will use a Thinking Map “Double Bubble Map” to plan what animals
they are going to compare and contrast. Students will fill in the structural adaptations of each
animal with their group. [Most structure is given through a model of a ‘double bubble map’ used
for guidance]

Tier II
© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language
In cooperative learning groups, students will create a video on FlipGrid and/or iPad video
comparing and contrasting two structural adaptations. Students will be given sentence starters to
start their phase (This animal has…because…). Students will organize their oral presentation by
using a Thinking Map “Flow Map”. [Students use a graphic organizer to assist in organization
and presentation of ideas]

Tier III

In cooperative learning groups, students will verbally share three points of comparison and
contrast with structural adaptations on the same animal. Then, students will create a video on
FlipGrid and/or iPad video comparing and contrasting animals with different structural
adaptations. [Students work with their group with no model or graphic organizer]

DEVELOPMENTAL PROCEDURES
1. Students will join the teacher at the meeting area (rug). The teacher will explain to the
students that today they are going to learn about structural adaptations. The teacher will
define “structural” and “adaptations”. These two words will be on the easel for students
to refer to for when they need support.
2. Students will listen to “What Do You Do with a Tail Like This?” by Steve Jenkins.
Teacher will draw close attention to the visuals that the book provides and point out how
the structural body parts are different
o Question 1:Why is it important for animals to have specific noses?
o Question 2: What is the purpose of an adaptation?
o Question 3: What would happen if an animal didn’t have adaptations that help
them?
o Question 4:What are differences you are noticing among animals?
3. Students will participate in a group discussion and discuss how animals are different.
Teacher will lead students into the discussion of how animals have similar body parts, but
use them differently.
o Question 1: Based on the book, what are some ways that animals use their ears
differently?

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 4. The teacher will explain to the students that today they will be creating a video to present
structural adaptions. They will choose two animals and compare and contrast the
structural adaptations. The teacher will state “The two animals I am going to choose is a
bunny and a bear. Now I have to think about how the structure of these animals are the
same and different!”
o Question 1: How are these two animals similar?
o Question 2: How are these two animals different?
o Question 3: What is the structure of their body?
5. After the teacher leads the model of comparing and contrasting two animals, they will
model filming one section of a video. The teacher will demonstrate on an iPad and film
themselves. The teacher will focus on the adaptations and how they help the animal
survive (This animal has…because…).
6. The teacher will place students in their premade groups. Depending on the group,
students will begin to compare and contrast using a graphic organizer as a guide (if
needed)
7. Students will work in cooperative learning groups to achieve the task together. The
teacher will monitor each group and listen in on discussions. The teacher will listen for
discussions that have key words [adaptations, structural, different, same]. Once students
plan out their video, students can begin filming their video.
8. To close the lesson, students will share out the two animals they chose to compare and
contrast and play the video for the class.

ASSESSMENT
o Students will successfully and accurately compare and contrast two animals based on
their structural adaptations through a video clip (e.g. FlipGrid, Video on iPad). The
teacher will assess student learning through a teacher constructed rubric.
o Higher Order Thinking Questions:
o Question 1: Why is it important for animals to have specific noses?
o Question 2: What is the purpose of an adaptation?

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
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 o Question 3: What would happen if an animal didn’t have adaptations that help
them?
o Question 4: What are differences you are noticing among animals?
o Group videos to be watched and checked for understanding

INDEPENDENT PRACTICE
Following the lesson on adaptations, students will create a video to compare and contrast two
animals and their structural adaptations with their group. Students will work collaboratively to
achieve the task. Teacher will provide feedback on the video.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention:
The student, under direct intervention with the teacher, will look through an online gallery on the
iPad with visuals of structural adaptations. They will point out what they see on the animal and
name the body part.

Academic Enrichment:
The student will create an online podcast on the iPad and discuss one animal in specific. The
student will orally state facts about the animal and state how the structural adaptions help the
animal.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 TEACHER REFERENCES

A common visual language. (n.d.). Retrieved from https://www.thinkingmaps.com/

English Language Arts Standards » Reading: Informational Text » Grade 2. (n.d.). Retrieved from

http://www.corestandards.org/ELA-Literacy/RI/2/

Flipgrid. Ignite Classroom Discussion. (n.d.). Retrieved from https://flipgrid.com/

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students

Jenkins, S., & Page, R. (2011). What do you do with a tail like this?Carmel, Calif.?: National

Geographic School Publishing.

Next Generation Science Standards. (2019, May 14). Retrieved

from https://www.nextgenscience.org/

Swing Through the Trees With Amazing Spider Monkeys. (n.d.). Retrieved from

https://video.nationalgeographic.com/video/news/0000014d-2f5c-d504-a5cd-6f5f2fc90000

National Geographic

Villacorta, E. (n.d.). ANIMAL ADAPTATIONS. Retrieved from

http://animaladaptationsgrade2.weebly.com/

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 Thinking Map: Flow Map

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 Thinking Map: Double Bubble Map

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language