Jocelyn Reeves Hopewell Elementary

First Grade Mrs. Sterchele

TCNJ Lesson Plan

Animal Adaptations: Penguins

Guiding and/or Essential Questions:

How do animals adapt to their environment?

Pre-lesson Assignments and/or Student Prior Knowledge:

Students participated in a pre-assessment of their knowledge before the Life Science unit
According to the unit pre-assessment, some students were aware that animal characteristics
correlated to their habitat
Students may or may not know that penguins have an adaptation that helps keep them dry
Students may or may not have knowledge of the term adaptation
Standards:
LS1.D: Information Processing
Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive.
Plants also respond to some external outputs.

Learning Objectives Assessment

Students will replicate a penguins
waterproofing adaptation.
Students will observe the process of wax
repelling water.
Students will extend their thinking to man made
products.
Students will conduct an experiment using wax
crayons and water.
Students will record their observations on a
science journal prompt.
Students will participate in a discussion
comparing a penguins adaptation to a man
made product.

Materials/Resources:
 science vocabulary word wall
pre-written definition adaptation, repel
stapler
pre-made journal pages
pre-made penguins
crayons
spray bottles
water
blue food coloring
http://raisinglittlesuperheroes.com/penguin-feathers-science-experiment/

Plan for set-up/distribution/cleanup of materials:

Teacher will pass materials out to each group after the mini lesson, Ms. Mullins and Mrs. S will
assist; Students will leave materials on their hot spot and they will be collected after the lesson
Step by Step plan (numbered):
1. Teacher will introduce the vocabulary words adaptation and repel and add them to the
word wall
2. Teacher will ask students if they know what habitat penguins live in (Antarctica and
spend as much as 75% of their time in the ocean searching for food)
3. Teacher will tell students that penguins have a special adaptation that helps keeps their
feathers dry so they stay warm; penguins have a body part that produces a wax they rub
on their wings to waterproof them
4. Teacher will tell students we are going to do an experiment to see how the adaptation
works
5. Teacher will show students the penguin cut out and tell students that we are going to
color one of the penguins with black and white crayons, being sure to color it in
completely; spray 2-3 squirts of water on it (if you spray the water anywhere else you
will be sent to the chair in the hall and wont be allowed to participate) and observe what
happens; then we are going to spray some water on the penguin that we did not color and
observe what happens
6. Teacher will tell students that they have 5 mins to color the penguin and set the timer;
Teacher will tell students to put their crayons on their hot spot when the timer goes off
7. Teacher will tell students to spray the penguin they colored with 2-3 squirts of water and
then spray the penguin they didnt color with 2-3 squirts of water
8. Teacher will tell students to put their water bottles on their hot spot
9. Teacher will tell students to take out their science journals and record their observations
in their science journals
10. Teacher will ask students Can you think of anything humans use to stay dry that is
similar to a penguins waterproofing adaptation? (waterproof coating on the materials
used to make raincoats and umbrellas)
11. Teacher will tell students that is just one of the many mad made products that is similar to
an animal adaptation

Key Questions:
What do you think crayons are made from? (journal question)
Can you think of anything humans use to stay dry that is similar to a penguins waterproofing
adaptation?
Logistics:
Timing:
Mini Lesson: 10 mins
Activity: 10 mins
Journal: 5 mins
Closing: 10 mins
.
Transitions:

Timer and hands on top means stop to indicate times up and stop working

Classroom Management:

Teacher will indicate noise level 0 when others are speaking; Teacher will indicated noise
level 1 during activity; Teacher will verbalize rule/consequences for activity;
Teacher will use timer; Teacher will use hot spot for materials not being used;
Teacher will use clap 5 times for attention; Teacher will use hands on top means
stop
Differentiation:

Students groups are organized according to academic/behavioral compatibility;

Rules/Consequences will be reviewed verbally; Teacher will verbally define new
vocabulary words and display them in written form; Key information on journal pages will be
highlighted, according to student need; Teacher(s) will be available for individual assistance
throughout lesson; Activity is tactile