Performance Objective: Working individually, given hypothetical scenarios of being able to design environments and choose adaptations for made-up organisms, students will design organisms that would be able to survive in student-chosen environments, explain how certain adaptations align with certain environmental conditions correctly 4 of 5 times, and correctly align all of their organisms’ adaptations (noun) with factors in their environments.
Content: Journal Prompt:
“Each of the following traits/adaptations give insects advantages in a certain environment. Fill in the blanks to match the insect adaptations with the proper environment.
A. Strong grasping forelegs for catching other insects on plants.
B. Short and fat hind legs that beat quickly. Long forelegs for steering
C. All 6 legs are long and thin.
D. Long, strong hind legs for jumping.
E. Short forelegs shaped like shovels.
Pond ______
Garden plants ______
Grass field ______
In soil ______
On top of soil ______”
Brainstorm a Bird
An adaptation helps an organism survive in an environment so it can reproduce.
You are going to brainstorm a bird and the environment to which it is adapted.
Use a text structures graphic organizer to draft three different sentence types and three different paragraph types.
Then write a 4-paragraph description of how the bird's adaptations help it survive in its environment.
Then draw in color the environment and your bird with adaptations labeled.
To do this, follow the procedure below and use your own Google Docs in classroom.google.com.
For reference: Whiteboard display picture here and Completed samples on wall here
Materials:
Brainstorm a Bird paragraphs (individual copies are in Google Classroom)
Colored pencils or markers
This Bird Video for inspiration (watch a few minutes starting after 2:30)
Procedure:
As a class, brainstorm on a whiteboard a variety of bird adaptations and discuss how these adaptations increase the bird's chances of survival.
As a class, brainstorm on a whiteboard adjectives to describe different environments.
Think about where you would like your bird to live (its environment) and what adaptations will help your bird survive in the environment you choose.
Watch the Text Structures PowerPoint.
Complete Brainstorm a Bird Text Structures draft page, and teacher checks it.
Complete the Brainstorm a Bird written page (your copy in Google Classroom)
Do a color drawing of the environment and bird and label 2+ adaptations.
View this completed sample to help with the writing.
See other creative samples to help with inspiration.
Timeliness:
We practice timeliness based on our "on time" skill rubric using these guidelines:
4 - End of day on the 2nd day working on project (Tue., 3/12)
3.5 - End of day on the 3rd day working on project (Wed., 3/13)
3 - End of day on the 4th day working on project (Thu., 3/14)
2.5 - End of day on the 5th day working on project (Fri., 3/15)
2 - End of day two weeks later (Fri., 3/22)
1.5 End of day three weeks later (Fri., 3/29)
1 - End of day any day later
To be considered done, all three parts below must be complete per included instructions.
Color drawing complete with environment, bird, and 2+ labeled adaptations
Pacing Guide for Exemplary Timeliness (4/4):
Complete procedure steps 1-4 in class on day 1 (see "Procedure" above).
Complete step 5 as homework on day 1.
Complete steps 6-8 in class on day 2.
For teacher use, here is a modified copy of the Brainstorm a Bird written paragraphs.
Content Day 2: Journal Prompt:
“Three friends were arguing about what would happen if a population of rabbits from a warm, southern climate were moved to a cold, northern climate. This is what they said:
Bernie: "I think all of the rabbits will try to adapt to the change."
Leo: "I think most of the rabbits will try to adapt to the change."
Phoebe: "I think few or none of the rabbits will try to adapt to the change."
1. Which person do you agree with the most and why?
2. Explain your ideas about adaptation.”
Brainstorm a Bird Continued (see above)
Complete the "Brainstorm a Bird" assignment.
Follow-Through Activities:
The tree filled with birds that students have drawn and colored stays up on the classroom wall until the end of the school year reminding students about adaptation.
Lesson Plan Summary:
The lesson includes journal prompt responses followed by group discussions, a project in which students use Google Docs and Google Classroom to brainstorm birds and the environments they inhabit, and a display wall with the completed birds. Because students are engaging in discussion and potentially changing their opinions and written responses to the journal prompts, cognitivism is present. Primarily, however, this is a constructivist lesson because students are coming up with their own birds, environments, and adaptations that allow the birds to survive.