Lesson Cover Page

Lesson Topic: Adaptation

Timeframe: lesson plan for 1 day
Course:

8th grade science

Grade Level: 8th grade science

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):
Each student will be able to explain which animal will survive using adaptation as their
rational.

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or standards that align to this
lesson:
Arizona Science Standards:

Concept 4: Diversity, Adaptation, and Behavior

Identify structural and behavioral adaptations.
PO 1. Explain how an organisms behavior allows it to survive in an environment.
PO 2. Describe how an organism can maintain a stable internal environment while living in a constantly changing
external environment.
PO 3. Determine characteristics of organisms that could change over several generations.
PO 4. Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen,
mistletoe/tree, clownfish/sea anemone, native/non-native species).

PO 5.

Analyze the following behavioral cycles of organisms:

hibernation
migration
dormancy (plants)

PO 6.

Describe the following factors that allow for the survival of living organisms:
protective coloration
beak design
seed dispersal
pollination

HOMEWORK
If there is homework following this lesson, list it here:
No Homework

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:

Power point on adaptation

Adaptation Article (http://evolution.berkeley.edu/evosite/evo101/IIIE5Adaptation.shtml )
Adaptation worksheet
Bell work/Closure worksheet

Task Analysis
The sub-objectives should include content and behavior. The first sub-objective should be
your BW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as
needed for your lesson.)
TIM
E

10m
in

SUBOBJECTIVE
(include
Blooms
level)
Each
student will
be able to
describe
what they
think
adaptation
is.
( Knowledge
)

TEACHING STRATEGY

Bell work: Please write out what you think

adaptation is.
Think/pair/ share: Then share with a partner and I
will call on three non volunteers so be ready to
share your answer.
Reading- read the paragraph on adaptation and
then talk with a partner to summarize what you
have just read. Then come up with a common
definition of what adaptation is. I will call on three
non volunteers so be ready to answer.
Article:
http://evolution.berkeley.edu/evosite/evo101/IIIE5
Adaptation.shtml

CHECK FOR
UNDERSTANDIN
G/
ACTIVE STUDENT
PARTICIPATION
Think/pair/share
will allow the
teacher to check
the individuals
understanding
and then
questioning will
allow for student
participation.
Students will
individually
write down a
definition of

adaptation, and
then share with
a partner their
definition. Then
the two partners
will come up
with one
definition of
what adaptation
is. Three class
members will be
called on to
share their
definition.
25
min

Each
student will
be able to
match the
adaptation
being
exhibited by
sample
animals.
(Knowledge)

Lecture: Types of adaptations

Worksheet: matching activity

Notes- Students
will take notes in
their notebook
on the
adaptation
power point.
This will help to
keep students
active
participation.
Students will
then participate
in doing the
adaptation

matching
worksheet. The
worksheet will
have the
students match
the adaptation
to the animals.
This will check
for student
understanding
of the material
that was just
presented in
lecture.

5mi
n

Each
student will
be able to
identify a
new animal
from the
desert
biome that
we have not
yet talked
about in
class. The
students

Think/share- The students will write down one

animal in the desert biome that they are
interested in and think about what adaptation the
animal has to be able to survive in the desert, and
also identify what the type of adaptation is.
Then the teacher will call on three students to
share their example.

Think/ shareThe students will

write down one
animal in the
desert biome
that they are
interested in
and think about
what adaptation
they have to be
able to survive
in the desert,
and identify

will explain
the
adaptation,
and the type
of
adaptation
that helps
this animal
adapt to live
in the desert
biome.
(Knowledge)

10
min

Each
student will
be able to
explain
which
animal will
survive
using
adaptation
as their
rational.
(Synthesis )

Class activity:
I will ask students a question regarding
adaptation. We live in the desert here in Arizona
so many of you can relate to this questions, Here
in the desert a hawk wants to catch its prey, will it
go after a white rabbit or a brown rabbit? Use
adaptation to Explain?
In the Tundra Biome will the hawk go after a white
rabbit or a brown rabbit? Use adaptation to
Explain?

what adaptation
it is. This will
hold the
students
accountable and
will check for
student
understanding.
Active student
participation will
come from the
teacher calling
on three
students to
share their
example.
Check for
student
understandingeach student will
predict and
explain what
rabbit they
chose.
Class vote- The
class will vote if
they chose the
white rabbit or
the brown

rabbit, this will

keep all
students active.
Then I will call
on three call
members to
explain their
reasoning to the
class.

Adaptation matching activity

Match the types of adaptations to the pictures of the animals

 Cryptic coloration- Camouflage to hide from predators

Warning color - Bright colors warn that prey is toxic
Mimicry- Fool predators

Bell work:
What you think adaptation is?
________________________________________________________________________________________________________
________________________________________________________________
Think/pair/share:
_____________________________________________________________________________________
Common definition of adaptation from the reading:
________________________________________________________________________________________________________
__________________________________________________________________
Think/share- You will write down one animal in the desert biome that you are interested in
and think about what adaptation the animal has to be able to survive in the desert, and
also identify what the type of adaptation is. You will then share your answer with a partner.
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_______________________________________________
Closure:
We live in the desert here in Arizona so many of you can relate to this questions, Here in
the desert a hawk wants to catch its prey, will it go after a white rabbit or a brown rabbit?
Use adaptation to Explain?
In the Tundra Biome will the hawk go after a white rabbit or a brown rabbit? Use
adaptation to Explain?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

________________________________________________________________________________________________________
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