Lesson Plan Idea Format
15 Points
Grade Level & Subject Area __4th grade Life Science
Arkansas Framework: (_____/2 points)
L.S.3.8.13
LS.3.8.13
Identify basic ideas related to biological evolution:
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diversity of species
variations within
species
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adaptations
natural selection
extinction of a species
Objective (What are the students’ going to accomplish): (_____/1 point)
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Students will identify different plants based on oral descriptions.
Students will learn some adaptations plants make to survive in the desert through
experiments.
Students will make connections between experiments and the plants in the
desert.
Materials: (_____/1 point)
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photocopies of pg 61 scholastic (plant pictures), one overhead
sponges (one per group)
trays to put sponges on
rulers
paper towels (school supply)
wax paper
tape
ice cubes
piece of paper each (8" x 11")
glue
Procedure: (_____/5 points)
1. Show pictures of plants on screen. Give them all a page (paper passer). Read
descriptions of each on pg 55 in scholastic. Have them try to identify the plant
name I describe.
2. "Now that we are familiar with a few desert plant names, lets find out how they
can survive in such a hot and dry climate. Does anyone remember the word we
use for a special characteristic of something for survival?" (adaptation) "The first
activity we have will tell us something about how the cactus keeps water inside."
3. One person from the group get a brown paper towel and piece of wax paper for
each group member. Another come up and get two ice cubes for each person. (I
put a piece of tape on each desk as I speak and circulate) Everyone take an ice
cube and wrap it in a paper towel. Put it aside on your desk. Take the other ice
cube and wrap it in wax paper. You may wish to tape both wrappers on your
cube to keep them on. Set these aside. We will start another experiment as the
ice melts.
4. Have one member from each group come gather the needed materials. (sponge,
tray, bowl of water, rulers) Have the paper passer hand out work pages. Have a
different person in each group soak the sponge with water, let the water drip off
and place on the tray. Have the remaining group members measure the sponge
according to the work page guidelines. (width, length, thickness) When the first
two questions are completed for activity A, the original member who got the
materials, will put the tray by the window. Someone else will walk to the sink and
empty the bowl of water.
5. Look at the ice. Which one soaked up the water better? Which one kept more
water inside? If you were a plant in the desert, which would you rather have for
skin? Why? How would waxy stems be helpful? Answer the questions on your
page.
6. Have one member place materials in the sink. Another should wipe up any water
spills. The paper passer, meanwhile, hands everyone an 8 x 11 inch piece of
paper. Everyone hold the paper so it is wider than it is tall. Lay it down in front of
you that way. Start folding it like a fan until you get to the end. Glue one end to
the other. Show then how to hold it so the column is narrow. This represents a
cactus that is low on its water supply. Show me how it would look when it has a
lot of water inside. (What part of the cactus lets it expand? (pleats) Do the pleats
help the cactus survive in the desert? So these pleats are another what? What is
the word for this special characteristic? (adaptation)
7. Who can tell me something they learned from this unit time today? Discuss.
Place all materials in your unit folder.
Assessment (How will the students’ show you that the objective has been met):
(_____/1 point)
1. Watch the group. Were there many participants? Have them follow along and
number each plant as we go along. Check their pages for numbering.
2. Check sheets for accurate completion. Did they mention all adaptations covered
in the follow up discussion?
3. On the sheets, were they able to make connections (through questions) between
the materials and real plants?
A Brief Description of the Entire Lesson: (_____/5 points)
8. Show pictures of plants on screen. Give them all a page (paper passer). Read
descriptions of each on pg 55 in scholastic. Have them try to identify the plant
name I describe.
9. "Now that we are familiar with a few desert plant names, lets find out how they
can survive in such a hot and dry climate. Does anyone remember the word we
use for a special characteristic of something for survival?" (adaptation) "The first
activity we have will tell us something about how the cactus keeps water inside."
10. One person from the group get a brown paper towel and piece of wax paper for
each group member. Another come up and get two ice cubes for each person. (I
put a piece of tape on each desk as I speak and circulate) Everyone take an ice
cube and wrap it in a paper towel. Put it aside on your desk. Take the other ice
cube and wrap it in wax paper. You may wish to tape both wrappers on your
cube to keep them on. Set these aside. We will start another experiment as the
ice melts.
11. Have one member from each group come gather the needed materials. (sponge,
tray, bowl of water, rulers) Have the paper passer hand out work pages. Have a
different person in each group soak the sponge with water, let the water drip off
and place on the tray. Have the remaining group members measure the sponge
according to the work page guidelines. (width, length, thickness) When the first
two questions are completed for activity A, the original member who got the
materials, will put the tray by the window. Someone else will walk to the sink and
empty the bowl of water.
12. Look at the ice. Which one soaked up the water better? Which one kept more
water inside? If you were a plant in the desert, which would you rather have for
skin? Why? How would waxy stems be helpful? Answer the questions on your
page.
13. Have one member place materials in the sink. Another should wipe up any water
spills. The paper passer, meanwhile, hands everyone an 8 x 11 inch piece of
paper. Everyone hold the paper so it is wider than it is tall. Lay it down in front of
you that way. Start folding it like a fan until you get to the end. Glue one end to
the other. Show then how to hold it so the column is narrow. This represents a
cactus that is low on its water supply. Show me how it would look when it has a
lot of water inside. (What part of the cactus lets it expand? (pleats) Do the pleats
help the cactus survive in the desert? So these pleats are another what? What is
the word for this special characteristic? (adaptation)
14. Who can tell me something they learned from this unit time today? Discuss.
Place all materials in your unit folder.
15.
16.
17. Desert Plant Adaptation
18. I.
Bahia Wild Flower
19. A.
Dies but Leaves Tough Seeds
20. II.
Prickly Pear Cactus
21. A.
Tolerate Great Loss of Water Without Dying
22. Desert Animal Adaptation
23. I.
Kangaroo Rat
24. A.
Sleeps in Burrow During Day
25. II.
Antelope Squirrel
26. A.
Tolerates Body Temperature over 104 Degrees
27. III.
Desert Toad
28. IV.
Gila Monster
29. A.
Store Water in Tail
Total: _____/15 points
(I should be able to see and understand your entire lesson by reading this.
Remember, Technology is not the lesson. It enhances the lesson)