ANIMAL GROUPING AND ADAPTATIONS
A unit exploring how animals survive in their environment
Jessica JamiesonEDTC635
AUDIENCE
3rd grade general/inclusion classroom
20-25 students in the classroom
PURPOSE AND GOALS
The intentions of this unit are to have students become familiar with animal traits that allow the animal to survive in their environment.
Students will work within the ideals of Bloom’s Taxonomy, scaffolding to the creation stage.
The ultimate goal is to have students be able to apply the ideas of animal adaptations to a situation where are creating an animal and analyzing traits for appropriateness in a given environment.
STANDARDSNJ State Science
5.1.4.B.3 5.1.4.B.4 5.1.4.D.1 5.3.4.A.2 5.3.4.C.1 5.3.4.E.1
CCSS English
Language Arts
RI.3.1 RI.3.2 RI.3.4 RI.3.5 RI.3.7 RI.3.8 RI.3.9 W3.2 W.38
CCSSSpeaking
and Listening
SL3.1 SL3.2 SL3.3 SL3.4 SL3.5
CCSSTechnology
8.1.5.A.2 8.1.5.A.3 8.1.2.B.1 8.1.5.D.3 8.1.5.D.4 8.1.5.E.1 8.1.5.F.1
OBJECTIVESPart 1
ALW define vertebrate and invertebrate
ALW classify animals into groups based on whether they have a backbone
ALW report characteristics of different vertebrates and invertebrates
ALW compare and contrast the traits of vertebrates and invertebrates
Part 2
ALW discuss ways that animals adapt to their environment
ALW reason why certain animals can survive in certain environments
ALW illustrate various adaptations used by animals for survival
Part 3
ALW create an animal based on knowledge of animal traits and adaptations
ALW choose adaptations that best fit an animal based on a chosen environment
ALW justify the use of certain adaptations in the project
BLOOM’S TAXONOMY Moved through hierarchy using “parts” of the unit.
Part 1:Focus:
Knowledge and Comprehension
Define ClassifyReport
Compare
Part 2: Comprehension and Application
Discuss Reason
Illustrate
Part 3: Synthesis
And Evaluation
Create Choose Justify
TIME FRAMEProject will be split into 3 parts.
Part 1 Activity 1: approx. 2 days
Day 1: Introduce new vocabulary and terms Note taking assignment given and explained Watch Video 1: Vertebrates and take notes
Day 2: Watch Video 2: Invertebrates and take notes Submit notes to teacher for review
Activity 2: approx. 2 days
Day 1: Introduce flipbook project—allow
students to watch tutorial Hand out supplies, allow for
questions Students begin work
independently Day 2:
Students work independently on flipbook
Wrap up and submission of project
Self assessment and feedback form for Part 1 Instructional video for Part 1 content
TIME FRAME
Part 2 Activity 1: approx. 3 days
Day 1: Introduction to adaptations: watch video with partner List out 5 new facts
Day 2-3 (if needed): Teacher-led lesson on adaptations Note taking by students Exit ticket submitted through Drive
Activity 2: approx. 3 days
Day 1: Introduction to Digital Story
Book project Distribute supplies Students begin independent
work
Day 2-3 Continued independent work Begin and finish voice
recordings Submission of project
List of resources available for Part 2 Activity 1, picturedWith open ended exit ticket Instructional video component from Part 2 Activity 1
Lucidchart flowchart demonstrating progression Through digital information book project
TIME FRAME
Part 3 Activity 1: 1 day
Day 1: Whole class preview of Part 3’s activities Complete “Quick Review” with partner Partner discussion
Activity 2: approx. 6 days
Day 2: Introduce animal adaptation project Hand out materials Begin independent work
Days 3-8 Continue with independent project work Submit completed project for grading
Final project directions and listing of accessible project resources
Quick review (assessment) video for Part 3 Activity 1
CHECKPOINTS/ASSESSMENTS
Part 2:
Partner Information check
Completed notes
Opinion exit ticket submission
Digital Information Book
Part 1:
Completed notes
Flipbook
Self Rubric submission
Part 3:
Turn and talk review with partner
Animal creation project
Adaptation questions
GARDNER’S MULTIPLE INTELLIGENCESLinguisticRecording
information book Writing/typing
adaptations and reasons
Creation and submission of assignments through Docs
Discussion opportunities with peers
Logical Unit organized
into structured parts that are completed in a sequence
Each project follows a specific set of directions
Logical consideration of which adaptations would be best for the animal of choice
Visual Instructional videos Construction and
use of Lucidcharts Creation of PP
Information book Use of charts and
note taking graphic organizers
Animal model in final project
GARDNER’S MULTIPLE INTELLIGENCESBody/KinestheticAbility to write
and type certain parts of the unit
Ability to move about the classroom in project completion
Zoo activity-students travel to see other projects
Building the animal model
Interpersonal Working with
partners in certain activities
Evaluating the adaptations of others’ animals
Motivation to produce similar quality products as a peers
Intrapersonal Motivation from
grades and feedback from teachers and peers
Established and well stated goals used by students
NaturalisticCentral focus of
the unit is animals, how they are grouped, and how they survive in an environment
ExistentialContemplation of
the thought: “What would happen if an animal did/did not have a certain adaptation? Why is it so important for animals to adapt and survive?”
GREGORC’S LEARNING STYLESConcrete-Sequential Directions and unit
structure clearly laid out Access to all directives for
reference Teacher and peer
checks/exit tickets for feedback and check ins
Abstract-Sequential many opportunities for
independent work Logical thinking process in
choosing and explaining adaptations
Limited requests for opinion
Use of straight-forward materials
Guided structure to the unit with access to all materials through site
Concrete-Random Concept of creating an animal that
must survive based on personal choices of adaptations
Adaptation or Not? Quick review video Partner work on specific assignments Freedom to choose adaptations and
how they affect the animals life No small set time limits for completion
(broad timeline) Building the animal
Abstract-Random Use of instructional videos Turn and talk opportunities Self reflection through exit tickets and
discussions with teacher Building the animal in adaptation project—
being able to consult with peers and teachers for approval
Student choice for which adaptations to choose
No set time limit
BRAINY BITSSense and Meaning
SenseThe lesson revolves around discussing and using familiar objects (animals). When new vocabulary and ideas is introduced, that familiarity with the basic traits of animals from previous years is
already supported since there is no need to build a data baseline for comprehending these new ideals. The elements of the lesson are supported through quick reviews and turn and talks to maintain a level of “sense”—
avoiding the idea that each level is just “more work”Rather, each level of the unit refers back to what was taught previous and accessing prior knowledge—students are
never searching for that beginning hook of understanding the concepts of animals and their specific and important traits
MeaningAnimals are a constant in everyday life, just like people—working to develop the same level of consideration and
curiosity in animal survival that the students have for the lives of the people they encounter every day. All students can relate to survival, since they must do certain tasks and functions to stay alive—similar to how animals
must maintain certain activities to stay aliveHumans have certain adaptations that allow us to function in our every day world—some are not natural adaptations,
such as wearing coats or having the ability to cookThis creates a sense of meaning because the students can relate with the idea that there are certain traits, qualities,
and items needed to stay live given a specific environment. Fostering this relationship between animal survival and human survival is crucial to establishing meaning behind the unit
Defining humans as vertebrate mammals will help students recognize their involvement in the world of animals, and hopefully establish a base for connecting to the ideas of ALL animals (including them) needing specific adaptations to survive in their surroundings
BRAINY BITS Difficulty vs. Complexity
Complexity
This unit uses Bloom’s Taxonomy as a backbone support for all activities—content is scaffoldedPart 1 focuses on the beginning levels of Bloom’s (Recall and Comprehension), whereas Part 2 and 3
introduce the higher levels of Bloom’s to facilitate deeper level thinking and creativity (Analysis, Evaluation, and Creation)
Since this unit spans the Bloom’s spectrum, it presents a good level of complexity because it does not live in any one level. Rather, it presents activities that develop at all levels, including the highest of creation.
Difficulty
The 3 parts of the unit balance a manageable level of difficulty given the resources that must be used and the expectations of the tasks at hand.
While certain tasks and questions are more difficult, students are supported through the use of notes, videos, and the ability to refer to all materials digitally on the pages.
When students enter Part 3, they are required to analyze, evaluate, and create their animals. These directives are delivered over a span of 6 stages, whereas Part 1 asks to students to perform and create within 1 stage.
This progression demonstrates a level of increased difficulty through the unit and the trust and confidence that there is support hand-in-hand with challenging materials
BRAINY BITS MotivationIn this unit, motivation stems from 4 categories
1. Grades/Rubricking Students will work for grades within this unit. Students understand that grades are a significant reflection of
him/her as a student and work to bring home the best grade he or she can. Rubrics will be distributed during every project element so students can gauge their level of work based upon
the expectations of the teacher. The rubric goes home as well, so the motivation of parental judgment factors in as well
2. Evaluations—self, peer, and teacherStudents will self evaluate conduct and progress using exit slips and Forms—this will hold them accountable for
their actions and contributions to the unit given that all input and results are shared with the teacherStudents will evaluate peers and vice versa—students will want to work hard to “show off” what they know in all
aspects of the unitTeachers will evaluate students using grades and feedback—students will want to work for a “good grade” and
the positive praise that accompanies those accomplishments
3. Sense of accomplishmentUpon completing 3 parts of a multi-day/week unit, the hope is for students to want that feeling of pride and
accomplishment at the very end
4. Accountability Students will be motivated by accountability through grades, projects sent home, and teacher and peer
expectations
RESOURCESGregorc, Anthony. Gregorc Style Delineator. A Self-Assessment Instrument for Adults. Columbia, CT: Gregorc Associates. 1985. Print.
Science. Upper Saddle River: Scott Foresman, 2010. Print.
Sousa, David A. How the Brain Learns. 4th ed. Thousand Oaks, CA: Corwin, 2012. Print.
Images:
Audience: http://media1.fdncms.com/tucsonweekly/imager/no-more-aims-diane-douglas-proposes-thor/u/original/4922921/shutterstock_253351462.jpg
Brainy Bits: http://cdn2.hubspot.net/hub/126289/file-329555845-jpg/images/brain1.jpg
Pedagogy: http://certificationmap.com/wp-content/uploads/How-to-Become-a-Teacher-in-Florida.jpg