Lesson Title: Ecosystem Diversity Natural Selection
By: Renee Roswurm
Instructional Coach: Jenina Sorenson
Topic of Unit:
 Flow of Energy through Ecosystems
Big Ideas:
 Genetic variation sorted by the natural selection process explains evidence of biological
evolution.
Concepts:
 Natural selection is the process of sorting individuals based on their ability to survive
and reproduce within their ecosystem. (EC.3.C)
Description:
 Fourth grade students will learn how animals adapt to their environment to survive.
The students will study the migration pattern of the grey whale and identify how the
grey whale adapts to different environments. The students will discover how animals
have different appendages that allow them to survive in their habitat. The students will
also consider what would happen if animals did not have the ability to adapt to the
changes in their habitats.
Grade Level:
 Fourth Grade
Essential Questions:
 What would happen to birds if they did not have wings, if elephants did not have trunks,
if roses did not have thorns, or if plants did not have roots?
GLEs:
 Identify specialized structures and senses and describe how they help animals survive in
their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages).
(EC.3.C.b) (1.6; 1.7; 1.8; 2.2) DOK 2
 Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment)
that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation).
(EC.3.C.c) (1.1; 1.3; 1.8; 3.4) DOK 1
 Predict which plant or animal will be able to survive in a specific environment based on
its special structures or behaviors. (EC.3.C.d) (1.3; 1.7; 1.8; 3.2) DOK 2
Student Learner Objectives – Connections to the GLEs:
 Describe using cause/effect to explain the specialized structures and senses animals
have to help them survive in their environment (e.g., antennae, body, covering, teeth,
beaks, whiskers, appendages). (EC.3.C.b) (1.1; 1.3; 1.4; 1.8; 2.4) DOK 3
 Describe using cause/effect to explain the internal cues (e.g., hunger) and external cues
(e.g., environment) that results in specific behaviors from organisms (e.g., hunting,
migration, hibernation). (EC.3.C.c)(1.1; 1.3; 1.8; 3.4) DOK 3
 Hypothesize, investigate, and draw conclusions as to which plant or animal would
survive in a given environment based on that organism’s special structures and/or
behaviors. (EC.3.C.d) (1.1; 1.3; 1.7; 2.3; 3.7) DOK 3
Featured Scott Foresman Textbook:
 Foresman, S. (2008). Classifying plants and animals. Science: Life science module (pp.
26-33). Glenview, IL: Pearson.
Time Needed:
 5 days
Academic Vocabulary Words:
 Adaptation – an inherited or acquired modification in organisms that makes them better
suited to survive and reproduce in a particular environment
 Appendages – any organ that projects from the trunk of animals
 Migration – to move to another place to find better climate, food, or a mate
 Hibernation – to spend winter resting, body systems slow down in order to save energy
Materials Needed:
 Scott Foresman Teachers Edition – Unit 1 – Grade 4
 Scott Foresman Student Edition – Life Science – Grade 4
 Animal Tales by Ken Kawata
 Whales by Jen Green
 Pre-Test Assessment
 Post-Test Assessment
 Animal Tales Prediction Chart with animal pictures
 Gray Whale Migration Chart
 Gray Whale Analysis Chart
 Gray Whale Graph Paper
 Gray Whale Analysis Sentence Starters
 Animal Clues for GPS Activity
 All About Whales Graphic Organizer
 Scott Foresman Support pg. 8
 Scott Foresman Guiding Questions Lesson 5
 Science Notebooks
 Vocabulary Word baggies with definitions and sentences
Lesson Narrative:
 The students will already know how to use the GPS technology because they will have
used the technology in other subject areas.
 The students will already know how to use the CPS technology when they are to clicker
their pre-assessment and post-assessment.
 Engage:
 The students will begin the lesson by taking a district pre-assessment. They will take
this assessment individually. The students will clicker the assessment using CPS
technology. The students will not learn the right answers until later in the lesson.
 Once all of the students have taken the pre-assessment, we will begin the lesson. The
students will each have a partner that I will select for them. They will receive a baggie
of animal pictures, depicting an animal tail. The students will also have a prediction
guide. With their partner, they are to observe the different animals and write what they
believe the animal is and the use of its tail.
 Once all of the students have completed the prediction process, I will post a large blank
copy of the prediction guide on the SMART board. As a class, we will write down his
or her predictions and uses of each animal’s tail. I will keep the class copy on the
SMART board as I begin reading the book, Animal Tails.
 As I read the book Animal Tails, we will stop and discuss their predictions and how it
relates to how the animal really uses its tail. We will also discuss the different animals.
 After finishing the read aloud, the students will get their Science Notebooks and turn it
to Unit 2. I will give them the vocabulary words for the lesson. I will also give each
shoulder partner a baggie with vocabulary words, definitions, and a sentence. The
students will work together to match each word to its definition. I provided the students
with a sentence in order to establish a context for the students.
 Once the students finish matching the vocabulary words, we will discuss the words, as I
write the definitions on the board. The students will write the correct definitions in their
Science Notebook.
 Explore:
 To learn more about adaptations, the students will study the migration patterns of the
gray whale. The students will chart where the whales are on their journey. The
students will visit www.journeynorth.org to track the whales on their tracking sheet.
The students will graph the number of whales spotted. (This will be an on-going
activity the students will complete throughout the year.)
 To begin their exploration into gray whales, the students will receive an “All about
Whales” graphic organizer. The students will fill out “What They Think They Know”
and “Wonderings.” We will create a class graphic organizer of their thoughts and
wonderings.
 I am going to read aloud Whales by Jen Green. The students will have their graphic
organizers with them. I will stop and discuss some of the things that they thought they
knew. We will add to the graphic organizer as we find out that we were right or we
need to correct our thinking. We may have had misconceptions about whales and will
add that to our class chart. We will also add new learning to our chart as we find out
more information about whales.
 As the students study the migration of gray whales, they will look at the body of the
whale and the different appendages and adaptations the whale made to survive. As the
students learned with Animal Tails, each animal is unique in the way they adapt to their
environment.
 In the student’s Science Notebooks, the students will work with a partner and create a
diagram of a whale, labeling the important appendages that allow the whale to survive
and migrate. We will discuss as a class, the appendages of the whale and the
adaptations the whale has to survive the migration journey and their environment.
 Still working with their partner, the students will select one adaptation of the gray whale
and “remove” it. The students will plan how will the whale survive without the
adaptation. The students will write in their Science Notebooks about the consequences
of not having the adaptation. They will share their writing in an Author’s Chair.
 Explain:
 The students will work in groups of three. I will pass out a support page (pg. 8) for the
students. They will answer the top part with their group. They are to answer whether
they agree or disagree with each statement before they read the text.
 The students will work in groups of three to find out the answers on the top of the
support page. The students will have three cards. One person will be the reader. One
person will be the questioner, and the third person will be the recorder. The reader will
read the paragraph. The questioner will ask any questions the group has about that
paragraph or stop the reader when they need to answer a question on the support page.
The recorder will write down the answers on the support page.
 The students will swap Trio Cards after every paragraph so every person rotates jobs.
 The students will also have accompanying guiding questions for them to answer as they
read.
 When the students finish reading and responding to Lesson 5, we will discuss the
support guide and the guiding questions together as a class. We will create a class
answer guide for the students.
 I will hand back the student’s pre-assessment. We will discuss the answers to the
assessment. The students will have the opportunity to ask any questions they wish
about the pre-assessment.
 Elaborate/Extend:
 I will split the students into three groups. The students will each have a group name.
The students will use the GPS technology to find clues about a mystery animal. Each
group has a different animal. The students will use the clues to determine what is their
animal. They will need to draw the animal based on the clues. The students will need
to label the appendages of the animal and their use.
 Based upon their animal, the students will need to create a poster about their animal
deciding where their animal would live, eat, predators, prey, and move.
 GPS Mystery Animal Activity
o I will give the students a beginning clue.
o The answer will be a part of the animal.
o They will have to go to find that answer.
o The next clue will also be a clue about a characteristic of that animal.
o There are five clues total that the students will need to find.
 Evaluate:
 Formative Assessment
o Animal Tails prediction chart with accompanying correct information
o Gray Whale Graphic Organizer
o Science Notebook activities
o Scott Foresman Support Pg. 8
o Scott Foresman Guiding Questions
o GPS Activity
 Summative Assessment
o The students will take a district post-assessment at the end of the lesson.
The students will use the CPS technology to clicker in their answers. We
will discuss the correct answers.
Misconceptions:
 All animals have the same type of body parts.
o We will discover that animals do have particular body parts suited for their
personal needs. We will learn that animals use those body parts for a
particular purpose.
 Animals do not adapt to fit their environment.
o We will look at how animals do adapt to fit their environment. We will
discover how animals from one environment could not survive in another
because they have not adapted to that environment. We will also learn
what happens if animals do not adapt to their environment.
 When animals migrate, it is not for a particular purpose.
o In studying the grey whale, we will learn that animals migrate for specific
purposes. We will also learn how the animal adapts to the different
environments they experience when they migrate.
Safety:
 There are not any safety concerns with this lesson.
Reading Comprehensive Strategies:
 Animal Tails by Ken Kawata
o Activating Background Knowledge – Using the Graphic Organizer
o Determining Importance – Using the Graphic Organizer
o Predictions – Using Graphic Organizer
 Whales by Jen Green
o Determining Importance - Using Graphic Organizer
o Asking Questions – Using Graphic Organizer
o Drawing Inferences – Using Graphic Organizer
 Scott Foresman, Chapter 1, Lesson 5
o Determining Importance – Support Guide and Guiding Questions
o Drawing Inferences – Support Guide and Guiding Questions
General Suggestions for Students and Teachers:
 Students need to know how to use the GPS technology before attempting the lesson.
 Students need to know how to use CPS technology before they clicker their tests.
 Teachers need to browse through www.journeynorth.org before allowing students on
there to gather data.
Bibliography:
 Foresman, S. (2008). Classifying plants and animals. Science: Life science module (pp.
26-33). Glenview, IL: Pearson.
 Green, J. (2008). Whales. Danbury, CN: Grolier.
 Hickman Mills C-1 School District. (2011). eCurriculum. Retrieved from
http://hickman.ecurriculum.net/gen/hm_generated_pages/4th_Grade_m6504.html
 Journey North. (2011). Gray Whales. Retrieved from
http://www.learner.org/jnorth/gwhale/index.html
 Kawata, K. (2001). Animal Tails. Brooklyn, NY: Kane/Miller Book Publishers.