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Unit Title: Animal Adaptations
Name:
Number of Lessons: 10
Sample Completed Integrated Unit
Plan
Time: (in weeks)
Subject(s): Science, Language Arts, Art
Grade(s):
3-4
1
Rationale: This integrated unit is important because it will provide students with an opportunity to develop critical thinking skills, through
the examination of various animal adaptations. It is also important for students to learn about different animal adaptations in order for them to
create a deeper understanding about their local environment, as well as other environments around the world. In addition, students will
acquire knowledge of animal adaptations through other curricular areas such as Language Arts and Visual Arts.
Overview: This unit is designed to introduce students to a variety of animal adaptations, and to allow them to develop an understanding of
why animal adaptations are important. In addition, this unit will provide students with extensive hands-on activities to aid their understanding
of animal adaptations and to develop their critical thinking skills. Students will be able to examine and experiment with different adaptations,
as well as express their understanding of these adaptations in different ways. In addition, this unit features a science word wall that students
will continuously add to, as well as an animal adaptations fact book where students can record their results and demonstrate their
understanding. This science unit also integrates language arts and visuals arts as a way to enhance students learning and provide different
settings for students to express their understanding.
COMMUNICATION
Students will be communicating with each
other while doing group work.
Science
 Living things have features and
behaviors that help them survive in
their environment
CORE COMPETENCIES
THINKING
Students will be engaging in critical thinking
throughout the unit

BIG IDEAS
Language Arts
Listening and speaking builds our
understanding and helps us learn
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PERSONAL & SOCIAL
Students will be actively engaged in the
community around the school looking at
natural resources and jobs in the area
Art
 Engagement in the arts creates
opportunities for inquiry through
purposeful play
 People connect to others and share
ideas through the art
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LEARNING STANDARDS
Learning Standards- Curricular Competencies (Science)
Learning Standards- Content (Science)
 S1 - Structural features of living things in the local environment
Questioning and Predicting



S1 - Demonstrate curiosity and a sense of wonder about the world
S2 - Ask questions about familiar objects and events
S3 - Make simple predictions about familiar objects and events

S2 - Behavioral adaptations of animals in the environment
Planning and Conducting


S4 - Make and record observations
S5 - Safely manipulate materials to test ideas and predictions
Processing and Analyzing Data and Information


S6 - Sort and classify data and information using drawings or
provided tables
S7 - Compare observations with predictions through discussion
Evaluating

S8 - Compare observations with those of others
Communicating
 Communicate observations and ideas using oral or written
language, drawing, or role play
Learning Standards- Curricular Competencies (Language Arts)
Comprehend and Connect:




L1 - Use play and other creative means to discover foundational
concepts of print, oral, and visual texts
L2 - Begin to use sources of information and prior knowledge to
make meaning
L3 - Use age-appropriate reading, listening, and viewing behaviors
and strategies to make meaning from texts
L4 - Exchange ideas and perspectives to build shared understanding
Learning Standards- Content (Language Arts)
Strategies and Processes:




L1 - Reading strategies
L2 - Oral language strategies
L3 - Metacognitive strategies
L4 - Writing processes
Language Features, Structures, and Conventions:


L5 - Sentence structure and grammar
L6 - Conventions

A1 - Elements in the arts, including but not limited to: elements of
design (line, shape, color, texture), principles of design (pattern,
repetition)
A2 - Processes, materials, movements, technologies, tools, and
techniques to support arts activities
Create and Communicate:

L5 - Plan and create a variety of communication forms for different
purposes and audiences
Learning Standards- Curricular Competencies (Arts)
Exploring and Creating:


A1 - Explore elements, processes, materials, movements,
technologies, tools, and techniques of the arts
A2 - Create artistic works collaboratively and as an individual using
ideas inspired by imagination, inquiry, experimentation, and
Learning Standards- Content (Arts)

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purposeful play
Communicating and Documenting:



A3 - Express feelings, ideas, stories, observations, and experiences,
through the arts
A4 - Describe and respond to works of art
A5 - Experience, document, perform, and share creative works in a
variety of ways
Prerequisite Concepts and Skills:
- Students will have some prior knowledge of different animals, including their body structures and behavior
- Students will be able to write simple sentences and/or illustrate a picture to convey their thoughts and understanding
- Students will have experience working with others in small groups, safely and cooperatively
- The students will be able to appropriately work on their own task and/or with a partner
- The students will be familiar with classroom routines (for example: clean up routines, listening appropriately)
Teacher Preparation Required:
Lesson 1:
- Create a science word wall, including an example of how students will add to it
- Locate a copy of Prairie Storms by Darcy Pattison
- Create a document with various pictures of animals (that are similar to the animals in Prairie Storms) for the Smartboard
Lesson 2:
- Locate a copy of The Tooth Book by Dr. Seuss
- Locate models of different animal teeth (may be difficult to find, so not required – can use pictures instead)
- Print and cut-out pictures that replicate different sets of teeth (equal amount of carnivore, herbivore, and omnivore)
- Create a class tooth chart
- Locate a copy of What If You Had Animal Teeth? by Sandra Markle
- Create an example of a construction paper mask
- Locate materials needed for masks: construction paper, scissors, stick glue
- Print pictures of different animal teeth for students to refer to while creating their masks
Lesson 3:
- Obtain a copy of What If You Had Animal Hair? by Sandra Markle
- Prepare interactive Smartboard game with the following link:
http://www.sheppardsoftware.com/content/animals/hidden%20animals/Hidden%20Animals.htm
- Print copies of a chameleon template for each student
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Lesson 4:
- Obtain a copy of In Arctic Water by Laura Crawford
- Pre-plan groups of 4, based on which students work well together
- Gather ziplock bags, elastic bands, Crisco shortening, ice-cubes, and a small tub for each group (can pre-make “blubber gloves” or
allow students to make them)
- Create and print copies of a record chart for each group
- Create a collage chart that contains pictures of animals with and without blubber
Lesson 5:
- Obtain a copy of What If You Had Animal Feet? by Sandra Markle
- Cut a small square of sandpaper for each student
- Obtain ice-cream bucket lids and cut out a small square plastic for each student
- Create and print a copy of a result chart for each student. The results chart will have a list of things around the classroom (carpet,
floor, cardboard, plastic).
Lesson 6:
Center 1
- Create 3-4 sets of “digging gloves” (rubber gloves with plastic spoons taped to the end)
- Obtain a large tub to fill with dirt or sand
- Gather small plastic insects, such as worms and beetles, and mix them in with the sand
Center 2
- Create 2-3 sets of modified goggles (safety goggles, toilet paper rolls, tape)
- Locate 2-3 buckets
- Locate plastic cubes, or a similar small object
Center 3
- Locate various sizes of tongs
- Locate different sized cubes
- Create and print copies of a chart for students to record their results
Center 4
- Create 3-4 sets of “big ears” (paper plates and pipe cleaners – students could also easily create their own)
Center 5
- Cut out about 20 plain white butterflies
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-
Locate a fairly large sheet of white paper
Locate a 15 second sand timer
Center 6
- Obtain 2 ice-cream buckets
- Soak some cotton balls in oil, and leave some plain
- Locate 2 small bowls to put cotton balls in (keep oil and plain separate)
Center 7
- Obtain clothespins, tweezers, spoons, and tongue depressors (about 4 each), and a ziplock bag to store them in
- Fill a shallow tub with bird seed, plastic worms and other small materials
- Create and print copies of a results chart for each student
Lesson 7:
- Obtain a copy of What Do You Do With a Tail Like This? by Robin Page and Steve Jenkins
- Create a variety of adaptation activity cards, print out 1 for each student
Lesson 8:
- Locate a copy of What Do You Do If Something Wants To Eat You? by Steven Jenkins
- Locate a decent sized animal picture for each student (students can share in partners, if needed)
- Obtain scrap paper and cut out small square windows (one for each animal picture)
- Locate sets of pastels
Lesson 9:
- Create a class chart for animal adaptations
- Locate a pad of post-its (each student will need at least 1 post-it)
- Create BINGO sheets using the adaptation words that students provided
- Create a list of relevant assessment questions
Lesson 10:
- Obtain pictures of various animals, then cut them into large pieces that are clearly visible and easy to recognize (for example, cut out a
turtles shell, rather than just its head). Each student will need one animal body part.
- Obtain a piece of plain white paper for each student
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Cross-Curricular Connections:
This integrated unit is largely science based, but has been designed to contain many cross-curricular connections with Language Arts and
Visual Arts. This unit also contains connections with Mathematics, through creating and organizing visual charts
Aboriginal Connections/ First Peoples Principles of Learning:
Although I have not specified aboriginal content throughout this unit, I have attempted to utilize some of the First Peoples Principles of
Learning, such as story-telling, sharing circles, and providing students with opportunities for experiential learning. This unit could also
integrate aboriginal perspectives and knowledge by using different books with aboriginal content, such as The Loon’s Necklace by William
Toye. This book illustrates an aboriginal story of how the loon received its spots as a gift, something that we might otherwise see as just
camouflage. I would also try to connect with a local First Nations community member who would be willing to share some aboriginal stories
about different animals. It is important for students to understand and respect different points of view, and to build an appreciation for
aboriginal perspectives. I feel that building connections through animals is a great opportunity for students to develop a different perspective
about the environment around them.
Extensions to Unit:
Some possible extensions or alternative activities for this unit include:
- Further exploration into local animals behavior during the winter (hibernate, migrate, adapt)
- Make different animal tooth impressions using plastercine
- Further classifications of omnivores, herbivores, and carnivores
- Include an experiment simulating duck feet by playing with water with hands in and out of ziplock bags
- Creating an animal adaptation fact book, which students would add to after each lesson where they have learned about a new kind of
adaptation (this is something I do plan on adding to this unit for my practicum)
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
UDL includes: Multiple means of representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of
ensuring that a student’s readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in
four ways: content, process, product, and, learning environment based on the individual learner.
Resources:
What is Universal Design: http://universaldesign.ie/what-is-universal-design/
About Universal Design for Learning: https://www.cast.org/our-work/about-udl.html#.vnmsduloyul
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Resources:
Books:
- Prairie Storms by Darcy Pattison
- The Tooth Book by Dr. Seuss
- What If You Had Animal Teeth? by Sandra Markle
- What If You Had Animal Hair? by Sandra
- In Arctic Water by Laura Crawford Markle
- What If You Had Animal Feet? by Sandra Markle
- What Do You Do With a Tail Like This? by Robin Page and Steve Jenkins
- What Do You Do If Something Wants To Eat You? by Steven Jenkins
Smartboard Game:
- Hidden Animals: http://www.sheppardsoftware.com/content/animals/hidden%20animals/Hidden%20Animals.htm
Websites:
- Science Centers: http://a2ndgradeadventure.blogspot.ca/2011/10/grranimaladaptations.html?showComment=1317498769269#c5365826081154002609
- Adaptation Cards: http://finallyinfirst.blogspot.ca/search?updated-max=2011-03-13T20:40:00-07:00&max-results=5
- Some lesson ideas came from www.pinterest.com
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Overview of Lessons
L1 Name &Time: What is an Adaptation? (40 minutes)
Curricular Competencies:
Science:
- S3, S6, S8, S9,
English Language Arts:
- L2, L3, L4
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L2, L3
Instructional Objectives:
Assessment:
TSWBAT Visually identify
different animal adaptations
TSWBAT demonstrate
knowledge of animal
adaptations through written
output or pictorially
Student participation in group
activity (teacher observation)
Ticket out (checkmark for
completion and correctness of
animal adaptation)
Teaching Strategies:
- Word wall - Book - Group activity (interactive
smartboard) - Ticket out
Materials:
- science word wall
- Copy of Prairie Storms by Darcy Pattison
- Document of animal pictures for Smartboard
Lesson Activities:
Hook: Science Word Wall
Students will be introduced to their new science word wall. The TC will explain to
students that this word wall is for them, and will be designed by them. As they
learn new science words (related to animal adaptations), students will suggest
words that they think should be added. At the end of each science lesson, the daily
“5 stars” will be asked to suggest a new word. The TC will add the suggested
words, which will also provide a meaning and example on the back of each vocab
card.
Story: Prairie Storms by Darcy Pattison
Before reading this book, the TC will explain what the meaning of an adaptation is,
stressing that it can refer to a body part or a behaviour. The TC will also provide
examples, taken from the book. While reading the story, students will be asked to
quietly put their hand on their head if they think they hear or see an animal
adaptation (teacher prompting may be required).
Group Activity – Circle the Adaptation:
The TC will display pictures of animals on the smartboard, and students will be
asked to circle a part of the animal that they think is an adaptation, and provide an
explanation.
Closure: Ticket Out - 1 Animal Adaptation
Students will be provided with an assortment of pictures of animals on the
smartboard (ones that have been discussed either in the book or group activity),
and asked to choose one animal. Students will then either write or draw an
adaptation of that animal. Early finishers may be asked to write or draw more than
one.
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L2 Name &Time:
A Mouth Full of Teeth (2-3 classes, 40 minutes each)
Curricular Competencies:
Science:
- S1, S2, S3, S6, S8
English Language Arts:
- L1, L2, L3, L4, L5
Visual Arts:
- A1, A3, A4, A5
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L2, L4, L5
Visual Arts:
- A1, A2
Instructional Objectives:
Assessment:
TSWBAT identify and
Student participation (teacher
categorize different types of
observation and checklist of class
animal teeth
chart)
Lesson Activities:
TSWBAT demonstrate
knowledge of what different
types of teeth are best suited
for
Student explanation of tooth
adaptation (rubric for sentence
content and structure)
TSWBAT creatively
demonstrate tooth adaptations
using elements of art
Construction Paper Mask
(checklist for specific art
elements)
Activity: Construction Paper Masks
Students will create a construction paper mask of themselves, but wilh animal
teeth. They may choose any type of animal teeth, but they will be reminded that
they need to know what those teeth are used for, as they will be asked to write a
sentence explaining what their new teeth are good for. Pictures of animal teeth will
be on display for students to refer to if needed.
Teaching Strategies:
- Books - Class chart - questioning
- Elements of art - gallery walk - partner share
Hook: The Tooth Book by Dr. Seuss
Before reading, the TC will remind students of the previous lesson about what an
animal adaptation is. The book will be introduced by asking students if they think
human teeth are the same as animal teeth, and if all animal teeth look the same. It
will be explained that the shape and size of teeth are different for all animals, but
all very important. While reading, the TC may ask students questions to provoke
thinking about the different types of teeth they see and hear about. For example,
“what do you think sharp teeth might be good for?”
Activity: Tooth Chart
Students will be shown models of teeth from a carnivore, herbivore, and an
omnivore (for example: cow, shark, and bear). Students will then be randomly
handed a picture replicating a set of teeth. They will write their name on the
picture, then stick it under the correct column of the class tooth chart.
Second Class:
Hook: What If You Had Animal Teeth? by Sandra Markle
The TC will begin by asking students what they think this book is about (if
necessary, remind them of the term “adaptation”). While reading the book the TC
will prompt students with scaffolding questions about the teeth they see.
Closure: Gallery Walk and Share Time
Students will display their work, then walk around the classroom to view
classmates work, and ask questions or give positive comments.
Extension
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Materials:
- The Tooth Book by Dr. Seuss
- Locate models of different animal teeth
- Pictures that replicate different sets of teeth
- Create a class tooth chart
- What If You Had Animal Teeth? by Sandra Markle
- Example of a construction paper mask
- Materials needed for masks: construction paper, scissors,
stick glue
- Pictures of different animal teeth for students to refer to
while creating their masks
Use the masks in a Drama activity, e.g., choric drama, choral speech, puppetry
(using masks on a paint stick),
L3 Name &Time: Animal Hair (60 minutes)
Curricular Competencies:
Science:
- S3, S7, S9
English Language Arts:
- L2, L3, L4, L5
Visual Arts:
A1, A2, A4, A5
Concepts and Content:
Science:
- S2
English Language Arts:
- L2, L3
Visual Arts:
A1, A2
Instructional Objectives:
Assessment:
TSWBAT identify different
Student participation in class
uses of animal hair
brainstorming and smartboard
game (teacher observation)
Lesson Activities:
Hook: What If You Had Animal Hair? by Sandra Markle
The TC will ask students what they think this book is about, and what they think
animals use their hair for (warmth, camouflage, defense colours). The TC will
record answers on the whiteboard to start a class brainstorm web, which will be
added to after the story.
Smartboard Game: Hidden animals
Students will cooperatively participate in this interactive smartboard game that will
reiterate the meaning of camouflage
Chameleon Art:
Students will create an example of camouflage by illustrating a chameleon
blending into its surroundings. Printed copies of a chameleon template will be
provided, which students will glue to a larger sheet of paper before colouring.
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TSWBAT demonstrate an
understanding of the meaning
of camouflage through
illustration
Chameleon Art (Rubric for
different elements of art and
demonstration of an
understanding of camouflage
Closure: Gallery Walk
Students will display their camouflaged chameleon and observe the work of their
peers
Teaching Strategies:
- Book - Interactive Smartboard game
- Class Brainstorm - Art activity - Gallery Walk
Materials:
- What If You Had Animal Hair? by Sandra Markle
- Prepare interactive Smartboard game
- Print copies of a chameleon template for each student
- Crayons for camouflage art
- Scissors, stick glue, and white paper
L4 Name &Time: A Blubber Experiment (45-50 minutes)
Curricular Competencies:
Science:
- S1, S2, S3, S4, S5, S7, S8
English Language Arts:
- L2, L4
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L2, L3
Instructional Objectives:
Assessment:
TSWBAT record individual
Record of results (checklist for
results during an experiment
completion)
TSWBAT work cooperatively
with others to achieve a
common goal
Cooperation (teacher observation
of students participation and
cooperation with their peers)
Lesson Activities:
Hook: In Arctic Water by Laura Crawford
The TC will read this book to the students, then open a discussion by asking how
animals stay warm, especially animals that are always surrounded by snow and ice,
like the animals in this book. The TC will explain to students about blubber, and
the blubber experiment.
Activity: Blubber Experiment
Students will be put into pre-planned groups of 4 to work on this experiment
together. Students will take turns putting their hands in the provided “blubber
glove” (ziplock bag covered in Crisco shortening), then placing an ice-cube in the
palm of their blubber glove. Each student will be asked to record their results in
their group record page, which will also be provided (A chart where students will
write their own name, then write “warm” or “cold” to describe how their hand felt
with the ice-cube)
Closure: Class Discussion and Collage Sort
After cleanup, one member from each group will be asked to share their results
(should be inconclusive – blubber hand is warmer). The TC will ask scaffolding
questions to lead students to an understanding of why blubber is important for
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Teaching Strategies:
- Book - Hands-on experiment
- Questioning - Collage sort - Class discussion
Materials:
- In Arctic Water by Laura Crawford
- Ziplock bags, elastic bands, Crisco shortening, ice-cubes,
and a small tub for each group (can pre-make “blubber
gloves” or allow students to make them)
- Print copies of a record chart for each group
- Create a collage chart that contains pictures of animals
with and without blubber
some animals, and what animals might have/need it. While asking these questions,
the TC will display a collage chart that contains animals with and without blubber.
Students will be asked to remove the animals that they think do not have/need
blubber (for example, a desert lizard)
L5 Name &Time: Animal Tracks (40 minutes)
Curricular Competencies:
Science:
- S1, S3, S4, S5, S6, S7, S8
English Language Arts:
- L2, L4
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L1, L3
Instructional Objectives:
Assessment:
TSWBAT record individual
Observation results (checklist for
results during an experiment
completion and correctness of
individual observation charts)
Lesson Activities:
Hook: What If You Had Animal Feet? by Sandra Markle
Before reading, the TC will ask students what they think about feet – Are they
important? What do we do with our feet? The TC will explain that animals all have
different feet for different reasons, all of which are important. After reading, the
class will repeat different types of animal feet (webbed feet, hoofs, paws)
TSWBAT demonstrate an
understanding of a specific
animal adaptation
Student participation in
comparing results (teacher
observation)
Activity: Sandpaper Feet
Students will be given a small square of both sandpaper and plastic, as well as a
results chart. The results chart will have a list of things around the classroom
(carpet, floor, cardboard, plastic). Students will leave this on their desk, then go
around the classroom and test their sandpaper and plastic squares (must only test
on items from the list!). Each time they will return to their desk to record the
results of which square “stuck” better (a checkmark under sandpaper or plastic).
Closure: Compare Results
The TC will ask students to refer to their results page, then hold up the square
(sandpaper or plastic) to answer a series of questions. For example, “What stuck
better to the carpet?” and “What do you think resembles the hooves of a mountain
goat?”
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Teaching Strategies:
- Book - Questioning - Hands-on experiment
- Interactive class discussion
Materials:
- What If You Had Animal Feet? by Sandra Markle
- Small squares of sandpaper and plastic for each student
- Copies of a result chart for each student
L6 Name &Time:
Animal Adaptation Centers! (3-4 days, 40 min. each)
Curricular Competencies:
Science:
- S1, S2, S3, S4, S5, S6, S7, S8, S9
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L1, L3
Instructional Objectives:
TSWBAT safely and
cooperatively experiment
with different materials
TSWBAT demonstrate an
understanding of various
concepts and animal
adaptations
Teaching Strategies:
Lesson Activities:
Please note: I haven’t quite decided yet what would be the best way to
implement these science centers! I do think they would be beneficial and great
hands-on experience for the students though, so if you have suggestions or
“warnings”, please feel free to share! They could easily be adapted into
individual lessons, but I also wanted to try something more “exploratory”.
Center 1: Digging hands
Students will use rubber gloves with plastic spoons taped to the ends to dig through
a tub of dirt or sand in search of plastic “grub”. Students will be asked to describe
why some animals might have excellent “digging hands”
Assessment:
*please note that I am unsure of
how to evaluate and assess
students learning during science
centers, as I haven’t yet decided
the best way to implement these
centers. I do know I would take a
lot of anecdotal notes, but I am
unsure of how to implement
further student assessment*
Center 2: Eye See You
Students will use safety goggles that have been modified with toilet paper rolls, to
simulate an animal with eyes on the side of their head. They will use these goggles
to pick up small objects and try to put them in a bucket, as well as walk around the
classroom (slowly, and with a partner to stop them from walking into anything).
Students will be asked to answer questions such as, “What animals might have
eyes like this? Why might these eyes be good? Why might they be bad?”
Center 3: Clawesome Cubes
Students will use different sized claws (tongs) to pick of various sized cubes.
Students will be asked to find which claws work the best to pick up which size of
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- Science centers
- Student experimentation
Materials:
*Please refer to Teaching Preparation section above, as materials
are quite extensive
cubes. They will record their results on a chart.
Center 4: Can You Hear Me Now?
Students will use a set of big ears (made by cutting a paper plate in half and using a
pipe cleaner to wear them like a headband, with the big ears behind their own).
Students will listen to each other with and without the big ears to discover how
some animals can hear better with larger ears.
Center 5: Spot the Butterfly
Students will take turns trying to find as many camouflaged butterflies as they can.
Butterflies will be cutouts from white paper that will be spread out across a large
sheet of white paper. Students will use a 15 second sand timer to time each other,
and record their results.
Center 6: Duck Buoyancy
This station will have 2 ice-cream buckets half filled with water, and 2 different
sets of cotton balls. Half the cotton balls with be soaked in oil, while the other half
will be normal. Students will simultaneously drop the cotton balls into their
respective buckets, then record their observations by writing sentences or drawing
a picture. This experiment demonstrates how the oil on duck feathers help them
float.
Center 7: Pecking Order
Students will use clothespins, tweezers, spoons, and tongue depressors, to pick up
seeds, plastic worms and other materials. This activity will simulate different types
of bird beaks, where students can discover which beaks are best suited to pick up
each material. Students will record their results by categorizing each beak
depending on what they find it to be best suited for.
L7 Name &Time: Tale of a Tail (45-50 minutes)
Curricular Competencies:
Science:
- S1, S2, S9
Lesson Activities:
Hook: What Do You Do With a Tail Like This? by Robin Page and Steve
Jenkins
Before reading this book, the TC will remind students of the previous animal
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English Language Arts:
- L1, L2, L3, L4, L5
Visual Arts:
- A2, A3, A4, A5
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L1, L2, L3, L4, L6
Visual Arts:
- A1, A2
Instructional Objectives:
TSWBAT follow a set of
instructions to create an
individual representation of
animal adaptations
adaptations they have learned about by asking students to recall and share (teeth,
hair, blubber, feet). The TC will then ask what they think this book might be about,
and if they know of any animals that use their tails for something special.
Activity: Adaptation Art Cards
Students will be provided with activity cards that will have different adaptations.
They will draw and label an animal using these adaptations, for example: Big ears,
webbed feet, sharp teeth, and thick fur. Students will be asked to think of their own
tail adaptation. Students will also be encouraged to draw the environment around
their adaptation animal that they think will best suit it.
Assessment:
Animal Adaptation drawing
(checklist for completion and
correctness regarding instructional
cards)
Closure: Share Circle
Students will sit in a circle on the carpet area and take turns sharing one adaptation
of their animal, and what they think that adaptation would be good for. For
example, “Webbed feet would help my animal swim faster”
TSWBAT share information
Student participation and
about their illustration, and
explanation (teacher observation
listen respectively to others
and anecdotal notes)
who share
Teaching Strategies:
- Book - Individual art - Instructional cards
- Share circle
Materials:
- What Do You Do With a Tail Like This? by Robin Page
and Steve Jenkins
- Adaptation activity cards, 1 for each student
- Blank paper, stick glue, pencil crayons
L8 Name &Time: Animal Defenses (45 minutes)
Curricular Competencies:
Science:
- S3, S7, S8, S9
Lesson Activities:
Hook: What Do You Do If Something Wants To Eat You? by Steven Jenkins
This book will be introduced to students by asking them to imagine they are an
animal, and that there is a bigger animal that wants to eat them. “What could you
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do?” (Student answers will be written on white board). The TC will explain that
every animal has a unique method of protecting themselves, called a defense
mechanism, which helps them escape from danger.
English Language Arts:
- L2, L4,
Visual Arts:
- A1, A2, A3, A4, A5
Concepts and Content:
Science:
- S1, S2,
English Language Arts:
- L2
Visual Arts:
- A1, A2
Instructional Objectives:
TSWBAT create an
illustration using art concepts
Assessment:
Enlargement Art (rubric of art
concepts)
TSWBAT demonstrate an
understanding of animal
defense mechanisms through
verbal description
Student sharing and
understanding (teacher
observation and anecdotal notes)
Activity: Animal Adaptation Enlargement Art
Students will be given an animal picture that has a clear defense mechanism, as
well as a piece of scrap paper with a small window in it. Students will use the scrap
paper window to cover the animal picture, leaving only a small portion visible (the
defense mechanism, for example, a big ear). Students will then use pastels to
enlarge the adaptation on a larger piece of white paper. When complete, students
will write a sentence describing why it is an adaptation for defense.
Closure: Partner Share
Students will partner up and share their work, describing to their partner how their
adaptation enlargement could be a defense mechanism. Students will switch
partners and share with someone new. Students work will also be displayed
afterwards on a bulletin board.
Teaching Strategies:
- Book - Class brainstorm - Questioning
- Individual Art - Partner share
Materials:
- What Do You Do If Something Wants To Eat You? by
Steven Jenkins
- Animal picture for each student
- Scrap paper and cut out small square windows
- Sets of pastels and blank paper
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L9 Name &Time: Adaptation BINGO and Assessment
(2 classes, 30 minutes and 45 minutes)
Curricular Competencies:
Science:
- S9
English Language Arts:
- L2, L3, L4
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L1, L2, L3, L4
Instructional Objectives:
Assessment:
TSWBAT demonstrate
Student classification of animal
knowledge of an animal
adaptation (checklist for
adaptation and how to
understanding and correct
classify it using an
classification)
instructional chart
TSWBAT verbally
demonstrate knowledge of
animal adaptation vocabulary
Verbal Answers (checklist for
understanding and correct
examples – each student will be
asked at least 1 question during
BINGO game)
TSWBAT demonstrate
knowledge of animal
adaptations by writing
Written answers (mark sheet for
answers to a series of
correct answers)
questions (given verbally)
Teaching Strategies:
- Class chart - Engaging game - Questioning
- Verbal and written quizzing
Lesson Activities:
Hook: Class Chart (mini lesson)
This quick lesson will have each student write an animal adaptation on a post-it
note, then as a class students will place their post-it on a class chart. The TC will
call up students that have a colour adaption, who will then put their post-it under
the colour column, and so on with adaptations relating to defense, movement,
teeth, ect.) The TC will use these words (and may add more if necessary) to create
BINGO sheets.
Activity: Adaptation BINGO
Students will participate in a fun review game of adaptation BINGO. The TC will
ask for an explanation or example for each BINGO word as the game is played.
Assessment:
Students will be asked a series of questions that they will write the answers down
to. For example, “what is the word that describes the adaptation that allows
animals to blend in with its surroundings”. Their science word wall will remain on
display, as they will not be assessed on spelling, but rather the correct answer.
Another option could be to provide students with a list words that they could use to
cut and paste the answers.
Materials:
- Class chart for animal adaptations
- Post-its (each student will need at least 1 post-it)
- Create BINGO sheets using the adaptation words that students provided
- Create a list of relevant assessment questions
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L10 Name &Time: Animal Art Lesson (45 minutes)
Curricular Competencies:
English Language Arts:
- L2, L4, L5
Visual Arts:
- A1, A2, A3, A4, A5
Concepts and Content:
Science:
- S1, S2
English Language Arts:
- L5
Visual Arts:
- A1, A2
Instructional Objectives:
Assessment:
TSWBAT creatively
Animal adaptation art (rubric for
demonstrate an understanding
elements such as: labels, level of
of a specific animals
completion, additional
adaptations
information, background)
Lesson Activities:
This lesson will not necessarily be used, as it is very similar to lesson #7 and
#8, but could be used at any point as a “just in case” lesson, as enrichment, or
to further explore animal adaptions for students who may need more
exposure/learning experience.
Animal Art Lesson:
Students will be given a clipping of an animal body part, such as a turtle fin, which
they will glue to a piece of paper, then expand the rest of the picture. Students will
be asked to identify the adaptations of that animal by labelling their picture, writing
a sentence about one or more of the adaptations, or describing the adaptation to a
partner. Students will be encouraged to think critically about every part of the
animal.
Closure: Gallery Walk
Students will display their work, then walk around the classroom to view the art
creations of their classmates. Students will be encouraged to look for an animal
adaptation in each picture they view.
Teaching Strategies:
- Creative art - Critical thinking - Gallery walk
Materials:
- Pictures of various animals, cut into large pieces that are
clearly visible and easy to recognize (for example, cut out a
turtles shell, rather than just its head). Each student will
need one animal body part.
- Plain white paper for each student
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