This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Holly Steelman Grade-Level: 3rd Lesson Date: 2/20-

2/23

Title of Lesson: Adaptations Cooperating Teacher: Beverley Stemen

Core Components
Subject, Content Area, or Topic
Science
Student Population
17 students (Gifted)
Learning Objectives
 I can differentiate between physical and behavioral adaptations.
 I can explain how animals are adapted to survive by adaptations in their behavior.
 I can explain how animals are adapted to survive by adaptations of their bodies.
 I can design and construct a model of a habitat for an animal with a specific adaptation.

Virginia Standard(s) of Learning (SOL)

SOL 3.4b The student will investigate and understand that behavioral and physical adaptations
allow animals to respond to life needs. b) hibernation, migration, camouflage, mimicry, instinct,
and learned behavior.

Materials/Resources
Paper
Crayons
Pencils
Worksheets
Butterfly template
Google Slides
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Tuesday -Process Components
5min. *Anticipatory Set
Show image slide-Why do these animals look this way? TW call on 3 students
TTW go over each picture and why they look that way. (Stick bug-camouflage,
Peacock-to gain attention from another, Camel- hair reflects the sun to cool off in
hot desert) Adaptations: Any characteristic that helps a plant or animal survive.
*State the Objectives (grade-level terms)
I can differentiate between physical and behavioral adaptations.

10min. *Instructional Input, Modeling, or Procedures

Physical adaptation: The physical features of a plant or animal to help it survive. (Thick
fur for a polar bear to keep warm, webbed feet on a duck to help swim, Sharp claws on a
hawk to help catch and kill prey, cactus have long roots to get water in the desert.)

Behavioral adaptation: The things the plant or animal DO to survive. (Birds migrate to get
food all year, Chipmunks collect and store nuts so they can find food in winter, Opossums
play dead to confuse predators, Bears Hibernate through a long winter, plants grow
towards the sun to capture more)
TTW ask students to think of any examples they know.

2min. *Check for Understanding (Everyone think, then pull 3 sticks)

Multiple Choice: Which of the following is an example of a behavioral adaptation?
a) A polar bear's thick fur coat
b) A chameleon changing its color to blend in with its surroundings
c) A bird migrating south for the winter
d) A turtle's hard shell for protection
2min. *Guided Practice
Video
Begin brainstorming for project due next Friday. (Create your own Ecosystem)
2 min. *Independent Practice
SeeSaw sort (Sort the animals into the correct category)

1min, *Closure
TTW call on 4 students to share some more examples of behavioral/physical
adaptations.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
Student V and A are allowed to move to carpet to avoid distractions.
Classroom Management Strategies (To ensure a positive learning environment).
Call + respond
Screaming Goat: Doug (Scared of loud noises, so he screams when students are chatty)
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Wednesday-Process Components
5 *Anticipatory Set
minutes Image Flood: Show students images of camouflaged animals. Whisper turn and
talk about what you notice with each animal. Was it hard to find the animal?
Why? TTW show physical adaptation slide.
*State the Objectives (grade-level terms)
I can explain how animals are adapted to survive by adaptations of their bodies.
6 *Instructional Input, Modeling, or Procedures
minutes TTW share that camouflage is one way animals adapt to their environment to survive.
. TTW ask for students to share an example of an animal that uses camouflage. (Should
be fresh in their mind from the image flood) -only call on 2 students. TTW share that
camouflage is when animals blend in with their surroundings to avoid predators or to
sneak up on prey. Today you will create your own camouflaged animal. You will
decorate your butterfly to be camouflaged in our classroom.
2min *Check for Understanding
Describe one physical adaptation that helps animals survive in their environment.
Provide an example of an animal and explain how it helps them survive. (Pull 3 sticks)

6 min. *Guided Practice

Show live cam of animals while students are coloring their butterfly.
Color your butterfly to camouflage into our classroom.
1min *Independent Practice
Students will tape their butterfly around the classroom and revise their work to ensure
the butterfly is camouflaged.
Assessment
TW assess their butterflies and placements.
*Closure
TTW point out some of the student’s butterflies connecting that these butterflies are
hiding to protect themselves from Rosie!- The class dog stuffed animal.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Student V and A are allowed to move to carpet to avoid distractions.
Classroom Management Strategies (To ensure a positive learning environment).
Call + respond
Screaming Goat: Doug (Scared of loud noises, so he screams when students are chatty)

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Thursday- Process Components
5 min. *Anticipatory Set
TTW show images of animals engaging in different behaviors: Migration. Hibernation,
camouflage (Covering itself with mud, chameleon), nesting. “What are they doing and
why?” Turn and talk.
*State the Objectives (grade-level terms)
I can explain how animals are adapted to survive by adaptations in their behavior.
6min. *Instructional Input, Modeling, or Procedures
TTW go through each of these terms and ask for an example of each.
Migration: Animals move from one place to another in search of food, warmer climates,
or breeding grounds.
Hibernation: Animals enter a state of dormancy during the winter months to conserve
energy and survive harsh conditions.
Camouflage: Animals blend in with their surroundings to avoid predators or sneak up
on prey.
Nesting: Animals build shelters or nests to protect their young from predators and harsh
weather conditions.
1 min. *Check for Understanding
True or False: Hibernation is a behavioral adaptation where animals move from
one place to another in search of food.

15 *Guided Practice
minutes TTW begin the “How polar animals survive the cold activity.” TSW Help the
. sisters choose how to stay warm by figuring out which house will be the
warmest. TTW reinforce the connection between behavioral and physical
adaptations in humans – animals. (What are they DOING to survive or protect
themselves?)
TTW go through examples sharing how each animal uses behavior to survive. Students
will join along after the first example.

5min. *Independent Practice

Behavior worksheet.
Assessment
TTW assess worksheets for understanding.
1 min. *Closure
TTW ask 3 students to share an example of a behavioral adaptation.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Advanced students may choose to research another example of behavioral adaptations. Student V and A
are allowed to move to carpet to avoid distractions.
Classroom Management Strategies (To ensure a positive learning environment).
Call + respond
Screaming Goat: Doug (Scared of loud noises, so he screams when students are chatty)
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Friday- Process Components
3min. *Anticipatory Set
TTW review adaptation slides.

*State the Objectives (grade-level terms)

I can design and construct a model of a habitat for an animal with a specific adaptation.

5min. *Instructional Input, Modeling, or Procedures

TTW teach the needed items to complete their ecosystem project- They can
complete this over the weekend. (Food chain on top, one adaptation, Living and
nonliving things)
1min, *Check for Understanding
TTW call on 2 students to share what they need to have in their ecosystem.
10 *Guided Practice
min Research your animal.
^ *Independent Practice
Take notes of what things your animal needs to survive. Work out your ideas on a
brainstorming map.
Assessment
TTW assess by observing the students brainstorming maps.
1min. *Closure
You will have all weekend to complete this and we will present on Monday. I am so
proud of the work you have completed so far!

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

List of ideas is given. Student V and A are allowed to move to carpet to avoid distractions.
Classroom Management Strategies (To ensure a positive learning environment).
Call + respond
Screaming Goat: Doug (Scared of loud noises, so he screams when students are chatty)
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021