Adaptions Help Animals Survive STEAM Lesson Brief
Educators on the team (for certification max
4/team):
rd
3 Grade Teachers: Collinsworth, Housworth, Moffett, Prease, Rawhoof, Shaver,
Art Teacher: Spardello, Music Teacher: Ervin, PE Teacher: Hardy, Media Specialist: Bryan,
ESOL Teacher: Welch, Instructional Specialist: Anschutz
When & Where you attended a training. Dates: July 2014 Shoal Creek Town/State: Conyers, GA
Students use knowledge from across the disciplines to strengthen their understanding of each
subject’s content and its related careers through topic or theme oriented realistic problem-based
activity-rich lessons.
Theme that this lesson would tie to: Georgia Habitats
Specific Topic Concept within that theme: Animal Adaptations
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STEAM Education
Lesson Brief
Concept: The students will identify,
investigate, engineer, and analyze the basic
adaptations and features of bird beaks
specific to each Georgia region. They will
design and create examples of the new
beaks using research skills and technology.
The students will identify and mark the
various locations of the animal habitats. The
students will also research the necessity for
adaptation of bird breaks due to the
geography of the environment.
The students will design and create a
costume that will relate to the adaptation.
The students will discuss and imitate how
different animals move.
Students will be able to identify various
animal sounds and meaning while relating
them to music examples.
Basic Plan:
Engagement:
The students will make a KWL foldable to
record what they know and what they want
to learn about birds. The students will
investigate a website with pictures of
different birds’ beaks and then partner
share what they observed and learned
about the beaks. TSW then write what they
learned about bird beak adaptations on
their KWL foldable.
This project begins with first studying the 5
different Georgia regions, and the animals
that live in them. This project is also an
integrated plan in which the essential
concepts remain the same. ( I don’t know
what this means) – across the subject areas
are the same. During each project period
for science, technology, math and language
arts all build upon the concept of animal
adaptations.
Science
students
will
investigate different beak adaptations. In
technology and engineering the students
will design and create bird beak
adaptations. The math projects consists of
the students collecting data about food and
behaviors of the bird beaks. In language arts
the students will write an informational
paper describing a bird from their habitat,
and giving information on the steps of
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Science –
Concepts – Animal adaptations
Goal / Objectives – Students explore how bird adaptations
allow them to thrive in their environment.
Standards – S3L1 - Students will investigate the habitats of
different organisms and the dependence of organisms on their
habitat.
a. Differentiate between habitats of Georgia (mountains,
marsh/swamp, coast, Piedmont, Atlantic Ocean) and the
organisms that live there.
c. Identify features of animals that allow them to live and
thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat
is changed.
S3CS1. Students will be aware of the importance of
curiosity, honesty, openness, and skepticism in science and
will exhibit these traits in their own efforts to understand
how the world works.
a. Keep records of investigations and observations and do
not alter the records later.
b. Offer reasons for findings and consider reasons
suggested by others.
. S3CS3. Students will use tools and instruments for
observing, measuring, and manipulating objects in
scientific activities utilizing safe laboratory
procedures.
a. Choose appropriate common materials for
making simple mechanical constructions and
repairing things.
c. Identify and practice accepted safety procedures
in manipulating science materials and equipment.
S3CS4. Students will use ideas of system, model,
change, and scale in exploring scientific and
technological matters.
a. Observe and describe how parts influence one
another in things with many parts.
c. Identify ways in which the representations do not
match their original counterparts.
S3CS5. Students will communicate scientific ideas
and activities clearly.
b. Make sketches to aid in explaining scientific
procedures and ideas.
c. Use numerical data in describing and comparing
objects and events.
Characteristics of Science is embedded in Technology and
STEAM Education
Lesson Brief
creating a beak. The students will also
analyze the effectiveness of their beak.
During PE the students will use behavior
and physical movement adaptations of
animals.
In art students will create
costumes of physical animal adaptions.
During music instruction students will
explore the behavior adaptations of animals
by listening and identifying sounds of birds.
The final product will be an engineered
beak with a graph with data about the food
it was able to eat, and an informational
paper analyzing the effectiveness of the
adaptation.
Engineering as well.
Careers – Veterinarian; National Park Ranger;
Zoologist
Project –
1-Students will explore the characteristics and features of the
five regions of Georgia.
2-Students will research what types of birds live in each Georgia
habitat.
3- Teacher will introduce the concept of animal adaptations
4- Students will watch a PowerPoint on animal adaptations.
They will discuss what they observed about animal
adaptations.
http://www.slideshare.net/cmcelraft/animal-adaptationsreview?next_slideshow=1
5- The teacher will use the website below to look at pictures of
different bird beaks. Students will investigate how the
different beaks help each individual bird survive in its’
environment.
http://www.vtaide.com/png/bird-adaptations3.htm
The students will partner share what they observed about the
birds. Students will discuss how they think the different
beaks help birds survive in their habitat.
KWL foldable – need 8 X11 paper. Fold into
a long rectangle. Then fold into three parts.
Cut on the two lines so that you have three
doors. Label each door with a K W L
Can you put a link here?
Skill level (Grade Range): 3rd
Timing of Lesson: Semester Long
Research- 5 weeks ( 30 min. per day) on
habitats and animal adaptations
1 week to explore birds adaptations,
brainstorm
new
beak
adaptations,
engineer a new beak , and test the new
beak
1-2 weeks to write informational paper on
birds and beak development (30 per day)
class sessions (30-45mins a day)
1 hour to share informational papers and
new beak adaptations
Student projects- Created beak, graph, and
informational paper
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6. Students will then use various materials to simulate different
bird beaks. Students will use the simulation beak materials
to pick up food. TSW record their observations on a
recording sheet.
6a. Students will then be told their habitat is changing and that
their bird needs a new adaptation. TSW then brainstorm by
drawing what a picture of what their new beak will look like.
They will also make a prediction of what type of food they
will be able to eat.
7. Students will then use the engineering supplies to create a
new beak.
8. Students will use newly created bird beaks to eat. The
students will collect data on food they were able to eat.
Assessment – Students will be assessed using a rubric on
the four parts of this project: 1. They will be assessed on the
engineering of the beak. 2. How they can explain how the
bird’s adaptation helps them survive in their habitat. 3.
They will be assessed on how they can collect and record
data effectively, and create a graph about their data. 4.
Students will be assessed on their informational paper about
their beak. (See the rubric at the end of this lesson plan)
STEAM Education
Lesson Brief
Basic Supplies:
Extension - Students will research how a zoologists or
forest park ranger benefit from knowing about the specific
animal/plant characteristics and adaptations
Technology & Engineering –
Concepts –Animal adaptations
Science: Books about the Regions: S. S. Georgia
Region Books: Bennett, Dorian: Piedmont, Valley and Goal/Objectives - Students explore what human made
Ridge, Blue Ridge Mountain, Lower Coastal Plain, and devices can enhance birds to have adaptations that make
them more viable in their own environment and/or as a
Appalachian Plateau
changing or different environment.
*Copy of Georgia Map
 Standards - L1c- Identify features of animals that
*A variety of bird pictures that represent the
allow them to live and thrive in different regions in
different types of beaks
GA
*Same as Science standards
 Careers – Prosthetic Engineer, Animal technicians, Veterinary
technicians
 Project – Continued from Science Part of Lesson
Step-5- Students will look at pictures of different birds. The students will
partner share what they observed about the birds. Students will discuss
how they think the different beaks help birds survive in their habitat.
6. Students will then use various materials to simulate different bird
beaks. ** See the materials lists and chart for simulation materials***
Students will work in groups of 4 to use the “beak’s and the recording
chart to pick up food. TSW record results on a group chart of “beaks.”
The groups will report out on what they learned and discovered about
the different types of beaks. The students will be given the opportunity
to choose the materials they need in order to design a beak. By using
the variety of materials listed as well as glue, rubber bands, and other
adhesives necessary for connecting the new materials, the students will
be able to create beaks that allow the birds to eat different types of
food. Students will then test their beak to prove their design will work
as needed in order for the bird to pick up its food.
6a. Students will then be told their habitat is changing and that their
bird needs a new adaptation. The students will first brainstorm new
ideas for beaks. They will be asked to draw a picture of their new beak
paying special attention to the shape, size and function of the beak.
They will also make a prediction of what type of food they will be able
to eat.
7. Students will then use the engineering supplies to create a new
beak. Students will revisit the materials table for their choice of
different materials in order to design a better beak in order for the bird
to adapt to their new habitat. In addition to the materials used,
students will also need to collect glue, tape, rubber bands and other
adhesives. The new design will be tested to prove it will work for the
bird to pick up its food.
8. Students will use newly created bird beaks to eat. The students will
Individual Subjects: –
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STEAM Education
Lesson Brief
collect data on food they were able to eat. They will use data recording
sheet in the materials list to record their findings.
 Assessment – Student will explain to the class what
materials they used to create their beak. They must analyze
the effectiveness of their beak adaption. They will get in groups and
explain how they engineered an adaptation of a bird beak. They will
have to explain if they were able to eat the food that they predicted
they would be able to eat.
 Extension – Students will research animal prosthetics that
have already been created and create a diagram with a
short paragraph explaining how the new body part was
helpful.
Math –
 Concepts – Collecting Data/Graphing food
 Goal / Objectives – TSW graph the different types of food that
newly created bird beak adaptations can pick up
 Standards – MD3- Draw a scaled bar graph to
Represent a data set with several categories. Solve one and
two step how many more/how many less problems using
information presented in scaled bar graphs
 Careers – Statistician; Math Teacher Data Analyst
 Project –
The students will continue working through the science and
engineering lesson on the effectiveness of their beak
adaptation.
They will use the simulation materials to “eat food” the students
will record on a recording sheet their prediction and what
they were actually able to eat.
Then the students will create their bird adaptation (See Science
and Engineering lesson)
The students will predict and record their data on the attached
data sheet and graph.
http://upload.wikimedia.org/wikipedia/commons/th
 Assessment – Students will collect data from the items
umb/b/b4/BirdBeaksA.svg/199px-BirdBeaksA.svg.png
they were able to pick with the beak they constructed.
Science and Technology Materials for Simulation
They will then take that data and transfer it to a student
Activity : Simulation Activity: Technology materials
created bar graph.
that represent different types of bird beaks:
toothpicks, different size thongs, pliers, tweezers,
 Extension - MD3: Solve one and two step how many
slotted spoon, staple remover, eye dropper, and
more/how many less problems using information
various food items (that represent the food different
presented in scaled bar graphs
birds eat) for newly created beaks to pick up:
sunflower seeds, macaroni (snails), yarn in dirt
Language Arts
(worms), or Swedish fish (fish), staples (flesh of
Concepts – Animal adaptations
animals), fruit drink (nectar)
 Goal / Objectives -– Student’s explore how bird
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STEAM Education
Lesson Brief
thongs
pliers
tweezers
Slotted
spoon
Eye
dropper
toothpick
Staple
remover
Seeds
yarn in
fish
staples macaroni
dirt
adaptations allow them to thrive in their environment.
SL4- Report on a topic or text, tell a story, or recount and
experience with appropriate facts and relevant descriptive details,
speaking clearly at an understandable pace
Careers – Animal researcher; author
Project
Students will complete the science/engineering/math project. The
students will then write an informational paper on the bird’s beak
adaptation, the steps they used to create their beak, and analysis
of the beaks effectiveness for surviving in the habitat.
Assessment – The students will use the attached rubric to write
about their bird’s beak adaptation and the steps they used to
fruit drink
create their beak.
Extension - Students will create a habitat book in a small group
that includes research on each region including all correct grammar
and illustrations. Books will be “published.”
Student materials and example Chart for
Engineering a Beak
SS –
Engineering Supplies; computers; popsicle sticks,

sandpaper, paper, glue, rubber bands, toothpicks, straws,

string, tape, and any other material a student may
suggest they need
Math:
First Attempt
Food Item
Beak
Amount
Amount
(Tool)
Eaten
Eaten
Used
1.




Snails
(macaroni)
2.
Nectar

(red water)
3.
Concepts – geographical regions
Goal / Objectives – Students will identify the regions on a map
and identify the topographical features on a map
Standards – G1- The student will locate topographical features
Careers – Map Maker
Project - Plot and locate their chosen animals’ specific habitats
on a GA map. Students will identify the habitat by plotting a
point on the map to specify the exact location of the region or
habitat of their chosen animal.
Assessment – An accurate completed Georgia map where
students colored and labeled each region. The map also is
labeled with 1-2 animals from the region.
Extension – Be able to give the specific coordinates of each
habitat.
Worms
(yarn in dirt)
4.
Small Seeds
5.
Flesh
Art -
(staples)

6.Fish
(Swedish Fish)

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Concepts – Create a costume based on the adaptation of a
chosen animal.
Goal / Objectives – Students will review concepts of animal
adaptations. Students will decide on a particular animal and
sketch a plan for how they can create a costume for their
animal using various art materials. Students will use a variety
of 3D design and craft techniques to construct an original
wearable costume expressing an animal’s adaptation.
Standards -
STEAM Education
Lesson Brief
VOCABULARY:
Adaptations
traits
redesign
effective
Regions
Organisms
Habitat
Dependence
Mountains
Swamp
Marsh
Coastal
Plain
Piedmont
Ocean
engineer
behavior adaptation
physical adaptation
veterinarian
park ranger
zoologist
prosthetic
beak
statistician
1. VIS.3.VA3C.1: Applies information from
other disciplines to enhance the
understanding and production of
artworks.
2. VIS.3.VA3C.1.a: Makes interdisciplinary
connections, applying art skills and
knowledge to improve understanding in
other disciplines.
3. VIS.3.VA3C.1.b: Creates works of art
inspired by universal themes (e.g., self,
family, community, and world).
4. VIS.3.VA3C.2: Develops life skills through
the study and production of art..
5. VIS.3.VA3MC.1: Engages in the creative
process to generate and visualize ideas.
6. VIS.3.VA3MC.1.b: Formulates visual ideas
by using a variety of resources (books,
magazines, and Internet).
7. VIS.3.VA3PR.3: Creates artworks based on
personal experience and selected themes.
8. VIS.3.VA3PR.3.d: Combines materials in
new and inventive ways to make a
finished work of art.
9. VIS.3.VA3PR.3: Understands and applies
media, techniques, and processes of
three-dimensional works of art (ceramics,
sculpture, crafts, and mixed -media) using
tools and materials in a safe and
appropriate manner to develop skills.
10. VIS.3.VA3PR.3.b: Creates sculpture using
a variety of methods (e.g., papier-mâché,
cutting, folding, and found objects).
11. VIS.3.VA3PR.3.d: Creates composition
using traditional and/or contemporary
craft methods (e.g., weaving, stitchery,
jewelry).


Careers – costume designer, fashion designer
Project - S t u d e n t s w i l l u s e t h e i r k n o w l e d g e o f
animal adaptations (applying information
from science standards) to create a wearable
costume showing an animal adaptation.
Students will complete a brainstorming
worksheet to develop their idea. Students
will use a variety of resources to develop
their idea such as books, magazines or
internet. Students will set goals of steps to
accomplish in each art class to complete
their costume. Students will design and
construct their wearable costume by combine
materials in new and inventive ways using
collage and paper sculpture techniques.
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STEAM Education
Lesson Brief

Assessment –
 Animal adaptation costume is wearable and
shows satisfactory craftsmanship in the technique
of collage and paper sculpture.

Animal Costume: Rabbit
Details of wolf costume, claws
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 Brainstorming sheet was completed and the student
followed and completed/nearly completed their goals
for the project.
 Student can explain how their costume is designed to
show the animal adaptation
 Students will also be assessed through the rubric
included in this plan.
Extension – students could create sketches of alternative
adaptations that animals would require, should the needs or
environment of the animal change.
PE –
* Concepts – Physical and behavior
adaptations of animals
* Goal / Objectives – The students will
discuss and imitate how different
animals move. This includes animals that
move in trees, on land and in water.
* Standards –PE3.1 Demonstrates the motor
skills and movement patterns needed to
show how different animals move.
* Careers - Animal Trainer
• Project – PE teacher will enhance
student’s learning about how animal
adaptations help animals survive in each
Georgia habitat.
The teacher will review the different
adaptations animals have to survive in
their environment.
The teacher will have students move like
animals using identified adaptations.
The teacher will explain to the students
that something either happened to the
environment or to the animal itself that
will cause the animal to have to make an
adaptation to survive in the
environment. TSW then move using the
identified adaptation. .
* Assessment –Informal assessment of
student’s ability to use movement to
imitate animals.
* Extension –Tell what habitat the animal
lives and how has the animal adapted to
its surroundings.
STEAM Education
Lesson Brief
Animal Adaptation Costume Brainstorm Sheet


Music –
* Concepts – Different animal sounds and
what they mean
* Goal / Objectives – Students will be able
to identify various animal sounds and
meaning while relating them to music
examples.
* Standards The students will understand
relationships between music, the other
arts, and disciplines outside the arts
* Careers – Zoologists, veterinarians,
musicians, and composers
Project – Students compare the work of
Saint-Sean’s
‘Carnival of the Animals’ to their studies of
animal sounds in the wild.
https://www.youtube.com/watch?v=5LOFhsksAYw
http://en.wikipedia.org/wiki/The_Carnival_of_the_Animals
* Assessment – Students will be informally
assessed on identifying and comparing
animals to the musical excerpts.
* Extension – Notate bird songs’ pitch.
Photos from creating and designing a Bird
Beak
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STEAM Education
Lesson Brief
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STEAM Education
Lesson Brief
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STEAM Education
Lesson Brief
Assessment of
the Whole
Project
Explanation of
Adaptation of
Beak
Engineering of
Beak
Collecting and
recording Data
Create a Graph
Informational
Paper
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Excellent
Student was able
to explain a bird’s
adaptation and
how the
adaptation allows
it to survive in the
habitat.
Drew a design
first
Used materials
effectively to
build a beak that
allowed it to eat
Exceptional
quality work and
design
Student was able
to correctly
record data on
data recording
sheet
They were able to
use the data
effectively create
a graph
Score of 4 on
paper. See rubric
Very Good
Working on
Understanding
Did not
understand
Was able to
explain but
missed one
important detail
Understood the
purpose of a
beak but could
not explain how
it helps it
survive
Could not explain
Drew a design
first
Used materials
effectively to
build a beak that
allowed it to eat
All guidelines
followed even if
some parts of
the project did
not work
Student was able
to correctly
record data on
data recording
sheet
They were able
to use the data
to create a
graph with 1-2
mistakes
Score of 3 on
paper. See
rubric
Missing design
The
engineering of
the beak was
ineffective
The design had
some flaws
Could not create a
beak
Unable to follow
directions
Unable to correct
mistakes
Student had
trouble
recording data
onto the
recording sheet
They attempted
to create a
graph to show
their
information
Score of 2 on
paper. See
rubric
Students made
many mistakes in
recording data.
STEAM Education
They were unable
to create a graph
Score of 1 on
paper. See rubric
Lesson Brief
Writing Rubric
Informational
A
Paper on
Beaks
Information on
bird and habitat
Describe habitat
-weather
-land features
-plants/animals that
live in that habitat
Describe the bird
that lives in that
habitat
-type of beak
-how does is beak
help him to survive in
habitat
Engineered
Beak
Step by Step
sequential directions
to how they
engineered the new
beak adaptation
-Used transitional
words
Analyze the
Effectiveness of
the Beak
B
C
D
Missing 3 or more
details
Describe habitat
-weather
-land features
-plants/animals that
live in that habitat
Describe the bird that
lives in that habitat
-type of beak
-how does is beak help
him to survive in
habitat
Missing 1-2 step by
steps directions to how
they engineered the
new beak adaptation
-Used transitional
words
Missing 4 or more details
Describe habitat
-weather
-land features
-plants/animals that live in
that habitat
Describe the bird that lives
in that habitat
-type of beak
-how does is beak help him
to survive in habitat
Able to explain if
their bird adaptation
accomplished the job
they predicted
-Explain want well
and/or wrong
Told what they
would do differently
next time.
Explanation is confusing
if their bird adaptation
accomplished the job
they predicted
-Explain want well
and/or wrong
Told what they would
do differently next time
Explanation is confusing or
missing important details
about explanation of their
bird adaptation
accomplished the job they
predicted
-Explain want well and/or
wrong
Told what they would do
differently next time
Organization
The paper is
organized and easy
to understand.
The paper is organized
but is missing 1-2
details. Paper is easy to
understand.
The paper missing some
organized and hard to
understand.
Not organized and
hard to understand
Conventions
Informational
features included in
paper
Most words spelled
correctly.
Correct punctuation
Missing or some
incorrect conventions
but paper is easy to
read.
Text features,
Spelling, punctuation
Mistakes makes paper hard
to read.
Informational features
included in paper
Most words spelled
correctly
Mistakes make the
paper hard to
understand.
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Missing 3-4 Step by Steps
sequential directions to
how they engineered the
new beak adaptation
-Used transitional words
STEAM Education
Missing 5 or more
details
Describe habitat
-weather
-land features
-plants/animals that
live in that habitat
Describe the bird that
lives in that habitat
-type of beak
-how does is beak
help him to survive in
habitat
Missing 5 or more
Step by Steps
sequential directions
to how they
engineered the new
beak adaptation
-Used transitional
words
Unable to explain if
their bird adaptation
accomplished the job
they predicted
-Explain want well
and/or wrong
Told what they would
do differently next
time
Lesson Brief
Art Rubric for Designing the Animal Costume
Standards
Exceeds (4)
Meets (3)
VA3PR3,
VA3PR3.D,VA3PR3.B,VA3PR3.D
Animal
adaptation
costume is
wearable and
shows
excellent
craftsmanship
in the
technique of
collage and
paper
sculpture.
Brainstorming
sheet was
completed
and the
student
followed and
completed
their goals for
the project
Animal
adaptation
costume is
wearable and
shows
satisfactory
craftsmanship in
the technique of
collage and
paper sculpture.
Student can
clearly
explain how
their costume
is designed to
show the
animal
adaptation
Student can
explain how
their costume is
designed to
show the animal
adaptation
VA3C.2:
VA3MC.1:
VA3MC.1.b:
VA3C.1
VA3C.1.a.
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STEAM Education
Brainstorming
sheet was
completed and
the student
followed and
completed/nearly
completed their
goals for the
project
Does
not meet (2)
Animal
adaptation
costume is not
wearable and
shows poor
craftsmanship
in the
technique of
collage and
paper
sculpture.
Incomplete
(1)
Costume is
unfinished.
Brainstorming
sheet was not
completed
and the
student did
not follow or
did not
complete their
goals for the
project
Student
cannot
explain how
their costume
is designed to
show the
animal
adaptation
Brainstorming
sheet was not
completed
Lesson Brief
Student
cannot
explain how
their costume
shows an
animal
adaptation