Spark 101 Lesson Plan
Video Presentation Title: Species Diversity and River Quality
Unit of Instruction:
Adaptation
Subject/Course: Fourth Grade Science
Standard(s): 4th Grade TEKS
(10) Organisms and environments. The student knows that organisms
undergo similar life processes and have structures that help them survive
within their environment. The student is expected to:
(A) Explore how adaptations enable organisms to survive in their
environment such as comparing birds' beaks and leaves on plants;
Objective(s):
Students will be able to:
Discover adaptations of species within the Potomac River and apply this
knowledge to create their own species.
Assessment/Demonstration of Learning:
Students will create their own species with adaptations and explain what
each adaptation enables this animal to do. These adaptations will relate
specifically to the habitat their living in.
Resources Needed:
Computer to stream Spark video
Vocabulary worksheet, scissors to cut out words
Science journal
Writing Utensil
Spark 101 Reflective Journal Learning Log Student Template 3
Spark 101 ©2015
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 1 of 4
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
15 minutes
Problem/Motivation
(Part I of video)
Time:
6 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
5 minutes
Solving the Problem
(Part II of video)
Time:
2 minutes
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Spark 101 ©2015
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Teacher Procedure
Pair students with a partner to complete a vocabulary activity (see last page) covering
important words for both the video and lesson. Students will cut out the words and
definitions and work as a team to match these; the teacher will circle the room for
assistance and to check for understanding. After about 8-10 minutes the class as a
whole will go over the correct definitions and students will leave this activity on their
desk for a reference during the video.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing. Remind them to listen for
the key vocabulary words we reviewed.
Pause video at 3:35 to tell students to pay extra close attention to the upcoming part
(specifically deals with adaptations).
Discuss the first section of the video and answer any questions students may have. Then
help the students to develop a class definition for a healthy river, encouraging students
to use key words such as “biodiversity” or “species” from the vocabulary activity on
their desk. Have a thumbs-up scale check for students to show how healthy they think
the river is (thumbs all the way up for A+, middle for a C, pointing all the way down for
an F, or anywhere in between). Explain in the next part of the video that we will see a
professional give the river a grade on how he healthy thinks it is.
Checks for Understanding
Provide opportunities for questions to be answered. The students will be contributing
to the definition as a group and will be participating as a class in thumbs up grading of
the river.
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Have the students compare their class definition of a healthy river to Chesapeake Bay
Foundation’s definition. Ask, “What could we add to our definition?” Have students
record a new definition of a healthy river as well as one way they could make the river
grade more accurate in their science journals.
Checks for Understanding
Students will record their definition and idea for improvement, which can be read and
graded at a later time. Teacher can also circle the room during the activity to monitor.
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 2 of 4
Future Impact and
Meaning
(Part III of video)
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Summarizer/Closure
Assessment (if applicable)
Time:
2 minutes
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Have students talk in small groups (tables) about what they learned from the video. Did
they know this was a career option? Is this something they could see themselves doing,
why? What classes do they think are most important for an environmental career? After
three-minute discussion students will have five minutes to complete the Reflective
Grouping:
Journals/Learning Logs Student Template 3.
Independent
Checks for Understanding
Pairs
Review the template, each section should:
Small groups (3-5)
 Be completed
Whole group
 Contain at least one to two ideas
 Be written in complete sentences
 Relate accurately to the video
 Include a question related to this topic
Explain to the students that this video was so valuable because not only did we learn
Time:
about the overall health of a river and possible careers in this field of work; we also
5 minutes
were able to see real-life species adaptations in video. Assist the students in developing
a class list of adaptations seen in the video for Potomac River species (tail, body shape,
shell, teeth). Briefly have students turn to a partner and discuss what each of the
adaptations enabled the animal to do.
In their science journals, have students create their own species to live either in or near a river. They should
give their species two to three adaptations (different than the ones we saw in the video) and write an
explanation for what each of the adaptations enables their animal to do and why this animal would thrive with
these adaptations in a river environment. Additionally, have students create a name for their animal and draw a
quick sketch of what it would look like.
Time:
8 minutes
Additional Notes (if needed)
CK12 Connections (if available)
.
OpenStax Connections (if available)
NA
Spark 101 ©2015
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 3 of 4
Student Resource
Spark 101 ©2015
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 4 of 4