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