Animal Adaptations: Research Project Lesson Plan

Elements of the Lesson Evidence that Documents the Elements

I. Standard ELA
​Common Core State Standards ● RI.3.4 Determine the meaning of general academic and domain-specific
Or Essential Elements words and phrases in a text relevant to a grade 3 topic or subject area.
● RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
● RI.1.7 Use information gained from illustrations and the words in a text to
demonstrate understanding of the text (e.g. where, when, why, and how
key events occur).
● RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic.
● RF.3.4 Read with sufficient accuracy and fluency to support
comprehension.
● W.3.7. Conduct short research projects that build knowledge about a
topic.
● SL.3.4. Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking clearly at
an understandable pace.
● SL.3.3. Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.

Science
● 3-LS2-1 Construct an argument that some animals form groups that help
members survive.
● 3-LS4-3 Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all.
● 3-LS3-2 Use evidence to support the explanation that traits can be
influenced by the environment.
● L.OL.03.42 Classify animals on the basis of observable characteristics.
II. Objectives/Targets and I can statements
​What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
​What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student
behavior?
● I can write to share information supported by details in my Journal.
● I can engage in collaborative discussions about articles and books with my
peers.
● I can research an animal of my choice and create a poster about the
behavioral and physical adaptations of the animal.
● I can research the habitat of an animal of my choice.
● I can present my research on an animal of my choice to my peers in a
clear and organized manner
At the end of the lessons, the students will be able to conduct research on animals
of their choosing, create a poster about animal adaptations, and present their
research to their peers. Students will also be able to ask peers questions about
their research and answer questions about their own research.
Formative Assessment Strategies that will be used to inform instruction are
teacher-students observations, comprehension questions, and participation in
discussions and observations.
The challenges that students might encounter are technical difficulties, answering
higher level questions, student motivation, student attention, teamwork, and
presentation anxiety.
Positive Strategies/Techniques/Tools
1. Review Prior Knowledge
2. Progress Monitoring
3. Specific Praise/Positive Reinforcement
4. Turn-and-Talks/Think-Pair-Shares
Student Behavior
1. Answering peer and teacher questions
2. Asking their own questions
3. Completing all Guided, Partner, and Independent Work
4. Using Chromebooks and textbooks appropriately
IV. Introduction: Creating Excitement and Focus for the
Lesson Target
​What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Generate Interest
Day 1​: Review KWL, Venn Diagram, and Vocab
Day 2-4​: Provide students with little pieces of information that their peers have
found so far in their research.
Day 4-8​: Student Presentations

Prior Knowledge
Day 1​: Gophers, Sugar Gliders, Adaptations, Habitats
Day 2​-8: Research

Practice/Review
● Vocab Review
● KWL Chart
● Venn Diagram
● Research Strategies

V. Input: Setting up the Lesson for Student Success 1-2 Hour Task Analysis
Day 1
Task analysis: 1. The teacher and students will review the KWL Chart, Vocab Board, and
● What information does the learner need? If needed, Venn Diagram.
how will it be provided? 2. The teacher will explain the Research Project: a poster of a drawing of the
● What are the step-by-step procedures of the lesson? animal with 3-5 behavioral adaptations and 3-5 physical adaptations, as
How is the lesson scaffolded? well as the natural habitat.
Bloom’s Taxonomy *​Webb’s Depth of Knowledge 3. The teacher will model what the poster will look like by using Sugar
- Remembering ​- Recall Gliders as an example.
- Understanding ​ - Skills/Concept a. The teacher will draw a Sugar Glider on the Whiteboard.
- Applying ​- Strategic Thinking b. The teacher will ask students for some behavioral and physical
- Analyzing - Extended Thinking adaptations to put on the “poster.”
- Evaluating c. The teacher will then add the habitat by either drawing it with the
Sugar Glider or writing it.
- Creating – generating new ideas
4. Students will do a Think-Pair-Share to determine their animal that they
want to research. (Partners will be determined based on student need
Accommodations: Differentiating to meet students’ needs
and animal type.)-The teacher will keep a list of students and what animal
● Remediation/Intervention
they are going to be researching.
 ● Extension/enrichment
Methods, Materials and Integrated Technology
● Instructional techniques
● Engagement strategies
● Materials and Integrated Technology list
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Day 2-4
1. The students will read books and use their Chromebooks to research an
animal of their choosing.
2. The teacher will act as a guide.
3. Students will begin creating their posters after their researched
information has been checked by the teacher.
Day 4-8
1. The students will present their poster and research on animal adaptations
and habitats.
2. The students will demonstrate listening skills by asking presenters
questions about the animal they researched.
3. The students will demonstrate presentation skills by speaking clearly and
explaining the adaptations and habitat of the animal they researched.
Accommodations/Extensions
1. The teacher will leave the book, ​You Have a Pet What?! Sugar Glider​ by
Karen Latchana Kenney, on the whiteboard for any student who wishes to
read it during Independent Reading time.
2. For the research project, some students may work independently, while
others may work with a partner.
Methods, Materials, and Integrated Technology
1. Vocab Board
2. KWL Chart
3. Venn Diagrams
4. Poster Board/Poster Paper
5. Chromebooks
6. Books about animals
Day 1
● “What are physical adaptations?”
● “What are behavioral adaptations?”

X. Closure
​How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
​What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
Day 2-4
● ”Where does your animal live?”
● “What else could we add to your poster?”
Day 4-8
● Based on student poster and presentation. Questions from both the
teacher and students.
Students will be involved by conducting research on animals of their choosing,
creating a poster about animal adaptations, and presenting their research to their
peers. Students will also ask peers questions about their research and answer
questions about their own research.
Formative Assessment Strategies that will be used to inform instruction are
teacher-students observations, comprehension questions, and participation in
discussions and observations.
The “I Can” statements will be reviewed at the end of each lesson and at the end
of the week through classroom discussions and student presentations.
Students will be involved by conducting research on animals of their choosing,
creating a poster about animal adaptations, and presenting their research to their
peers. Students will also ask peers questions about their research and answer
questions about their own research.
Connections to future learning will occur by providing students with basic
knowledge of animal adaptations, gophers, sugar gliders, and research strategies
that they will be able to use in their future education.
Student research, posters, and presentations will be evidence supporting that the
objectives were met.
At the end of the lessons, the students will be able to conduct research on animals
of their choosing, create a poster about animal adaptations, and present their
research to their peers. Students will also be able to ask peers questions about
their research and answer questions about their own research.

Formative Assessment Strategies that will be used to inform instruction are

teacher-students observations, comprehension questions, and participation in
discussions and observations.

(Edited by Elementary Team, 2014)

Revised July 2016
(Revised 9/17)