Lesson Plan (Part 1) – Animal Adaptations Year Levels: 5, 6 or 7 Time/length: 30 minutes Key Learning Area: Science Topic/focus: Animal Adaptations – Lesson 1 Pre‐planning considerations Topic analysis Curriculum documents: Australian Curriculum / Science/ Years 5, 6, 7 (ACARA), School literacy strategy, semester overview Knowledge of topic: Sufficient knowledge about adaptations Key elements of the topic: Particular adaptations specific animals have (shade, burrow, waterproof skin) Pedagogical strategies: Discussion and group work Learner prior knowledge Learners have knowledge about animals and their features, however have not explored the notion of an adaptation. Literacy considerations Within this lesson students partake in the following literacy practices: - Speaking/listening - Writing - Synthesising information - Discussion Organisation and management Grouping Students will be placed in groups of 4. Timing Beginning: 10 minutes Middle: 15 minutes Conclusion: 5 minutes Safety and risk assessment This lesson has a low level of risk. Resources and equipment Physical resources - Animal fact sheets (Dawn/dusk – Desert Dingo, Desert Bandicoot, Desert Rat Kangaroo) Burrow –
Bilby, Spadefoot Toad, Perentie) Waterproof skin – Bandy Bandy, Scorpion) - Large poster paper - Pens Outcomes Context of lesson This sequence of 3 lessons is a collective series of learning activities. It could be used as a mini‐unit. Australian Curriculum links Year 5 Science Understanding Biological sciences -
Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Science Inquiry Skills Planning and Conducting ‐ Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) Year 6 Science Understanding Biological sciences ‐
The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) Science Inquiry Skills Planning and Conducting ‐ Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104) Year 7 Science Understanding Biological sciences ‐
There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111) Lesson outcomes By the end of this lesson, students should be able to: ‐ Explain what an adaptation is ‐ Identify their given animal’s adaptation Time Assessment of lesson outcomes To ensure that students have reached the lesson outcomes, the teacher will consider the following:  Student responses to teacher questioning  Contribution of student answers within class discussion  General observations whilst circulating room
 Correct classification of animal adaptation Steps Getting focussed ‐ Play YouTube Video on ‘The Simpson Desert’ to draw students into the topic being explored and to settle them into the lesson ‐ http://www.youtube.com/watch?v=cuosh9RlkfI 10mins Beginning ‐ Explain to students that today they will be learning about specific animals from the desert and the adaptations they have made in order to survive in these harsh conditions ‐ Explore the term ‘adaptation’ ‐ An adaptation is: The adjustment or changes in behaviour, physiology, and structure of an organism to become more suited to an environment ‐ Students look up definition in their dictionaries and share responses with class 15 mins Middle ‐ Explain to students that there are 3 major adaptations animals have made to survive in the desert and avoid heat ‐ Introduce the adaptations ‘dawn/dusk’, ‘burrow’ and ‘waterproof’ ‐ Question students as to what they think each adaptation means – have a discussion ‐ Explain that animals that have dawn/dusk adaptation avoid heat by being primarily active at dusk and dawn and retreat to a shady place during the day ‐ Animals that have the burrow adaptation avoid heat by digging a burrow under the surface of the soil or sand to escape the high surface temperatures ‐ Animals that have the waterproof adaptation retain water by having waterproof skin that retains moisture ‐ Put students into groups of 4 and give each group a list of Australian animals to research. ‐ Each group will select 3 animals to research and decipher which adaptation their animals have made to survive in the desert ‐ Students can research on class computers, or the school library ‐ As a group they will present their decision and explanation to the class 5mins Conclusion ‐ Students stand up and present their findings to the class. ‐ To conclude each group’s findings, the animal name is listed on a large poster in its allocated adaptation type for future referral ‐
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Self Evaluation Did the students meet the lesson outcomes? Were my time allocations accurate? Was my giving of instructions clear? Did I outline the activity in enough detail so the students understood the concept and could reach the given outcomes? Where all of the students engaged in the activity? Was there equal participation of all students? Were my differentiations effective for the students who have additional needs? Was my questioning throughout the lesson effective? What changes/improvements could be made?