Time Range 5E Action Steps

20 minutes- 30 Engage 1.) Adaptations no hand questioning and word splatter on

minutes the board.
2.) During the no hand questioning word splatter,
students will shout out answers to the question, “What are
behavioral and structural adaptations?”. After this is done,
I will take picture of words that are on the board so that I
can use them later. This helps me figure out what my
students know about adaptations.
3.) Next, I will read the book “Plant and Animal
Adaptations”.
4.) Throughout the book, I will show pictures and ask the
student if it is a behavioral or structural adaptation.
-I will ask them how they know so that I can see what
background knowledge they have on animal adaptations.
5.) After reading the book, we will add to the board about
what adaptations are and even give some examples.

Class discussion: “What are behavioral and structural

adaptations?”
30 minutes Explore 1.) The students will be given a short break in between
math and science blocks and will then return to their seats.
After they have returned to their seats, I will tell the
students, “in a few minutes, we will become scientists that
are exploring different behavioral and structural
adaptations among animals. When I assign you to groups,
I want you to make observations about what you and your
group members are saying about the different behavioral
and structural adaptations.
2.)The students will take place in a Behavioral and
Structural adaptations card sort:
-Students will be given cards that have an animal
picture or a description of an adaptation.
-Students will then have to discuss with their group
whether that card should be placed in the behavioral
or structural adaptation.
-The students will discuss among each group and will
place the card in which pile they think is correct. Once
they have it in the pile that they think is correct, they
will need to write down on a piece of paper why they
think that card is in the correct pile. While they are in
the group, they are participating in the Think, Pair,
Share activity where they are thinking about why they
think it should go in the behavioral or structural
adaptation pile, pairing with the other students in their
 group, and then sharing with the whole class why they
think it is this.
I will give the students 20 minutes to do this activity.
While they are doing this activity, I will walk around the
room and monitor what the students are saying. I will
asking be asking them questions, like why they chose to
put a certain animal or trait in a certain pile. This will be
one of my formative assessments so I can see what they
know and if they still have any misconceptions. After the
20 minutes are up, I will ask my students if they need
more time. If they need more time then the activity will be
continued.
-After the activity is over, I will ask my students which
traits they put in the behavioral and structural adaptations
and why they put them in those piles.
20 minutes Explain 1.) First, I will begin by looking back at the word splatter
that we created during the engage portion. We will also
discuss the differences of behavioral and structural
adaptations that the students came up in the explore
section. We will do this by identifying concrete
characteristics that students used to place their animals
and traits in the structural adaptation pile or the behavioral
adaptation pile.
2.)During this portion, we will begin with the PowerPoint.
This PowerPoint also has guided notes on the definitions
and examples of adaptations, structural adaptations, and
behavioral adaptations. I will stop and ask different
questions, like if they can name any animals with
behavioral or structural adaptations. I will also address
misconceptions from the pre-assessment and the previous
formative assessments.
3.) While we are going over the PowerPoint, students will
be taking notes on the handout so that they can get the
actual definitions of adaptations, structural adaptations,
and behavioral adaptations.
4.) After reviewing the slideshow, I will ask students how
they did on the behavioral and structural adaptations card
sort. I will ask them if their thinking and definitions were
the same as the actual definitions.
5.) As a class, we will make a list that they can keep in
their notebooks of common behavioral and structural
adaptations.
30+ minutes Elaborate 1.) During this stage, students will come up with their own
structural or behavioral adaptation. It can be one they have
or one from an animal. They will then have to present it to
the class.
 2.) While the students are presenting, the class will be
guessing what the adaptation is and if it is structural or
behavioral.
3.) After the class guesses, the student that is presenting
will explain what kind of adaptation it is and why it is that
adaptation using terms from the list that we, as a class,
came up with in the explain portion.
1 hour Evaluate For this portion students will be drawing a Concept
Cartoon. In this concept cartoon, they need to pick an
animal and pick an adaptation for that animal. They will
then draw a cartoon about what they think that animal’s
life was before that adaptation and then what they think
that animal’s life is like now that they have that
adaptation. They will then write a short caption about how
that adaptation helped that animal.