Lesson Planning Template - - The 5 E’s
Science Lesson Planning Template
Context Issues of the Lesson
Unit or Lesson Title:
Grade Level
Topic/Theme/Nature
of the Investigation:
NGSS Performance
Expectation(s)
NGSS Dimension 1
component
NGSS Dimension 2
component
NGSS Dimension 3
component
Duration:
Animal Adaptation
3
rd
– 5
th
Discovering Animal Adaptation
3-LS4-4
• Make a claim about the merit of a solution to a
problem caused when the environment changes and
the types of plants and animals that live there
change.
• LS2.C: Ecosystem Dynamics, Functioning, and
Resilience.
• LS4. D: Biodiversity and Humans This is the one
that the NGSS document focuses on
System and System Models
• A system can be described in terms of its
components and their interactions.
Two 50 minute class periods
Greg Johnson 5/30/13 2:08 PM
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Greg Johnson 5/30/13 2:08 PM
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Lesson Planning Template - - The 5 E’s
Planning Stages Within the 5-E Inquiry Model
Engage
PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question
What is the teacher doing? What are the students doing?
Explore
PURPOSE:
• To test ideas and develop knowledge using explorations, investigations, experiments on Animal
Adaptation.
Activities (list)
Driving Question
• Ask the students “What are some animals with certain physical features that help them
survive in their environment?” As the students mention specific examples, write them on
the white board in the front of the room.
• The students may include things like camouflage, defense features, or features that allow the
animal to collect and eat their food.
• If the students are struggling to find examples, the following is a list that can spark more
ideas:
Elephant – trunk Shark – sense of smell
Giraffe – neck Hunting dogs – ears
Echidna – spines Lion – color, claws
Gecko – fake tail Polar bear – coat, color, claws
Kangaroo – hind legs Skunk – smell
Goat – surefootedness Zebra – what happened there?
Snakes - Bright colors indicating poisonous Sloth – can be man-made
• Reference for this information: http://lessonplanspage.com/scienceanimaladaptations58-htm/
• Each group of students will pick an animal from a bag and
then pick up the informational resources about their animal
or conduct research of their own in the computer lab. The
animals will include beavers, owls, frogs, blue herons,
chameleons, armadillos, tigers, bears, and snakes.
• The groups will find information and report on the ways that
their animal has adapted to its environment.
• The students will record their investigations of the animal
and its adaptations in their science notebooks.
• Example questions that may be given to students to
investigate:
• What special adaptations does the animal have to
help it succeed in its environment?
• Are the adaptations a physical part of the animal?
• Are the adaptations a behavior that the animal uses?
• If the animal didn’t have the adaptations, what
problems would it face?
• What other animals have similar adaptations in your
animal’s environment?
• The groups will report their data collected from the
investigation to the whole class.
How do animals use
adaptation to survive in their
environment?
Lesson Planning Template - - The 5 E’s
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of quality)
Explain
PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology)
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
Elaborate
PURPOSE: Very Creative!!
• to extend students' conceptual understanding through application or practice in new settings
• Working with a partner, the students will create a poster that will include a drawing
of their animal, all of the facts collected about the animal, and the animal’s
adaptations on the poster.
• Each group will present their poster to the class and then answer questions from the
class about their animal and its adaptations.
• The students will watch the video Animal Life in Action: Animal Adaptation by
Schlessinger Media.
• Reading to a partner, the students will read information on Birds Adaptations. As
they read the information, the students will discuss and share their thoughts with
their reading partner.
• In their science notebook, the students will name and find the purpose of the
adaptation of four animals. The students will be given pictures of four animals and
the adaptation for that particular animal. For example: A picture of a fox that has
had a color change in its fur for the winter season.
Lesson Planning Template - - The 5 E’s
Activities:
• Animals gain and adapt their physical features over millions of years, but our task today is going
to cut down that time just a little – you are going to design an animal which is perfectly suited to
its environment.
• Background Information: It is the future, the year 3000, and it is now possible for humans to
build planets, and genetically engineer or create plants and animals to live on that planet. You
are one of the scientists working on the animals, and it is your job to design and create an animal
which will be perfectly suited to its environment on this new planet.
• Task: You need to pick one of the following environments of already created planets and create
an animal which is going to be strong and resilient enough to survive in that environment. You
need to consider how this animal is going to stay warm or cool, what it is going to eat, how it is
going to get its food and water, and how it is going to care for its young to make sure they
survive. Your animal must FIT INTO the existing food chain – it cannot be the ultimate predator
(the one which can eat everything else and nothing can eat it).
• ENVIRONMENTS
Select 1 of the following:
1: This planet is dark and cold most of the time. It is very mountainous. It rains almost all day.
Because of the wet, dark conditions, the only plants that grow well are small mosses and funguses.
Animals on this planet include a type of mouse, a nocturnal hunting large cat, fish, and a variety of
insects.
2: This planet is dry and hot. Most of the planet is flat. Water is found in underground streams but
there is little water on the surface of the planet. Most of the planet’s surface is covered in sand,
although there are patches of dry grass. When plants can get their roots down into the water table,
they grow into tall trees with leaves at the top but not along the trunk. Plants which are not
connected to the water table are small and dry, but they are edible. Animals on this planet include
insects, a species of birds which roost in the high trees, a sand-colored lizard and a type of rat.
3. This planet is tropical: wet and hot. Most of the planet is covered by rainforest. The planet is very
flat. Water collects in large pools and lakes which have water in them all year ’round. A species of
poisonous plant grows thickly on the ground. The spines of this plant are poisonous, and any animal
which steps on one is sure to die. The vegetation is plentiful, and includes leaves, fruits and nuts.
Animals include carnivorous snakes, varieties of insects, monkeys, fish and birds.
4. This planet has a moderate climate. It never gets very hot or very cold, but stays mild all year
’round. It rains for part of the year and the water forms pools and lakes which dry up towards the
end of the year and then the planet is very dry. The planet is partly mountainous and partly flat.
Vegetation includes tall trees with high leaves and fruit, and a smaller plant which bears nuts.
However, these nuts are inside hard shells which need to be removed before the nut can be eaten.
Animals include rats and mice which live underground, insects, birds that nest in the tall trees, slow
moving mammals which also live in the trees and a species of carnivorous nocturnal wolf.
• When you are designing your animal consider the following:
·Size
·What does it eat?
·How will it catch/get food and water?
·How will it keep warm/cool
·Where will it shelter?
·How will it protect/defend itself from attackers?
In the rest of the space, which should be almost a page, you need to draw a labeled picture of your
creature. Give your animal a name and congratulations! You’ve created a new animal!
• Reference for this activity:
http://lessonplanspage.com/scienceanimaladaptations58-htm/
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Lesson Planning Template - - The 5 E’s
Content Media: (written material, video, teacher lecture, technology)
Extending/Application Questions for Whole/Small Group Discourse:
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
Evaluate
PURPOSE:
• for students to assess their understand of the learning objectives
• for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives
Assessment Instrument
• The students will use the information about the new environment from the activity to
help them create the new animal. They will need to consider every aspect of the new
environment to make sure that their animal will survive.
• Why is it important for animals and humans to have the ability to adapt to changes
in the environment?
• Why is adaptation critical for an animal’s survival?
• How do animals adapt to their environments through certain behaviors or actions?
Using a rubric, assess the students on the Animal Adaptation Project.
• Has the student fulfilled all parts of the task?
• Has the student chosen features which allow the animal to survive in this
environment?
• Is it neatly presented and labeled?
Using a rubric, assess the students on
the Animal Adaptation Project.
• Has the student fulfilled all parts of
the task?
• Has the student chosen features
which allow the animal to survive in
this environment?
• Is it neatly presented and labeled?
• Make a claim about the merit
(evaluation?) of a solution
(adaptation, in your lesson?) to a
problem caused when the
environment changes(4 new
environments, in your lesson?) and
the types of plants and animals that
live there change (create a new
animal, in your lesson)?.
• Do the 4 environments you give the
students represent the environmental
changes (the problem)? Are the
solutions the adaptations? Do the
students evaluate the solutions
(adaptations, right?) to the problem
(environmental change)?
Greg Johnson 5/30/13 2:25 PM
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Lesson Planning Template - - The 5 E’s
Knowledge Learning Objectives
Assessment Instrument
• Animal’s ability to adapt to
survive in their environment.
Using a rubric, assess the students on
the Animal Adaptation Project.
• Has the student fulfilled all parts of
the task?
• Has the student chosen features
which allow the animal to survive in
this environment?
• Is it neatly presented and labeled?