Animal Adaptations

Name of Participants: Laura DuBray, Andrea LaTorra, and Wendy Parker

Overview/Purpose: This pilot project will focus on developing a multidisciplinary unit, tying in Science, Social Studies and English Language Arts. Students will be introduced to Unit 2 in the Scott Foresman Reading Series ---which integrates the concepts of animals through the story Penguin Chick.

Students will be shown vocabulary specific to both the story Penguin Chick, as well as Science vocabulary specific to the animal unit. The unit will be taught using both whole group and ability grouping to introduce and reteach main idea, concept vocabulary, context clues, reading for information and details, and the writing process. 6+1 Writing traits will be discussed and used as the students create a research project tied to a specific continent, animal and biome.

Students will be introduced to the process of accessing needed information from the Internet to generate an animal report specific to animal adaptations. Smart board technology will used to retrieve, process, and communicate information and as a tool to model and enhance the learning experience.

The learner will be expanding the concepts of animals, adaptations and habitats through the following activities: smart board website tutorials, smart board flip chart vocabulary activity, diorama, internet and library research, written animal report, oral animal report, and a higher thinking activity, (such as presentation board, diorama, poster, song, poems, video, play, etc.) The culminating activity for this unit will be the oral and written animal presentation, with a choice of the higher thinking activity listed previously.

Differentiated instruction is key to clarifying for the learner the information being communicated. This multidisciplinary approach to Science, Social Studies, English Language Arts and Technology successfully weaves the material in a fresh and exciting way. We are using multiple measures that allows for the varied types of learners to meet with success. This delivery of instruction connected to the individual learning style of the learner will allow students to develop and deepen their understanding of animal adaptations as they explore this unit.

Length of instructional time: 6 WEEKS

Grade/age level: Grade Three

NYS Learning Standards Addressed:
ELA Standards
Standard 1: Students will read, write, listen and speak for information and understanding—As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations, and used knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

  • LA 3.01.04—Uses ideas
  • LA 3.02.03—Writes for literacy responses/expression
  • LA 3.04.02---Uses a variety of resources to gather informational
  • LA 3.04.04—Shares new information with others
  • LA 3.06.02---Reads informational text
  • LA 3.06.03---Comprehends written text
  • LA 3.06.04—Applies study skills
  • LA 3.07.02—Interprets what is read
  • LA 3.08.03—Speaks for a variety of purposes

Science Standards

  • SCK-4.4.LE.2.A- Recognize that traits of living things are both inherited and acquired or learned
  • SCK-4.4.LE.4 .A- Describe the major stages in the life cycles of selected plants and animals
  • SCK-4.4.LE.5.B- Describe some survival behaviors of common living specimens

Social Studies Standard

  • SSK-4.3.2.A- Ask geographic questions about where places are located, why they are located there, and how their location are related to their location of other people and places

MST Standards

  • Standard 2: Information Systems
    • Students will access, generate, process, and transfer information using appropriate technologies.
  • Standard 5: Technology
    • Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

PCSD Standards

  • Critical Thinker
  • Effective Communicator
  • Responsible Citizen
  • Life Long Learner

Essential Questions

  • Why do we need to research and learn about animal adaptation?
  • How have animals adapted to solve the problems of their environment?
  • How does where animals live influence their specific adaptations?
  • How has human influence changed animals’ adaptations over time?
  • How can the learner use technologies to research a specific topic (animal adaptations)

CONTENT KNOWLEDGE:

Declarative: The student will. . .

  • Students will understand the difference between main idea and detail.
  • Students will study various animal adaptations and habitats.
  • Students will be able to understand and utilize concept vocabulary: adaptation, habitat, predator, prey, characteristic, and life span.
  • Students will understand the internet is a resource to research topics.
  • Students will learn that various technologies (Smart Board and Internet) enhance the learning experience.

Procedural: The student will. . .

  • Students will identify main idea and details in informational texts.
  • Students will incorporate this information into graphic organizers.
  • Students will formulate specific inquiry questions about animal adaptations.
  • Students will develop key words related to their inquiry questions.
  • Students will perform an internet search to research their topic.
  • Students will organize and communicate information gained in a written and oral report format.
  • Students will present work using Smart Board technology.

Assessment Format

  • Written Rubric
  • Oral Presentation Rubric
  • Technology Rubric