New York State Academy for Teaching and Learning
Learning Experience Information Form:
Please complete the following and return this form with the learning experience.
Personal Information
Address:
Home Phone:
E-mail:
Jennifer P. Molfese
32 Homer Avenue
Street
Buffalo
NY
City
(716) 597-6268
jennmolfese@gmail.com
Current Teaching Position:
Grade level(s)
Kindergarten – 6th
School District Name:
14216
Zip
State
Home
Subject(s):
(716) 597-6268
Literacy Specialist
Buffalo School District
School Name: D’Youville Porter Campus School #3
School Address:
School Phone:
255 Porter Avenue
Street
Buffalo
City
NY
State
(716) 816-3120
14201
Zip
School FAX:
(716) 888-7004
E-mail: jpmolfese@buffaloschools.org
Title of Learning Experience:
Awesome Adaptors: Using 4th Grade Science Vocabulary
NYS Learning Standard: Math, Science and Technology
Competency Area: MST Standard 4: The Living Environment:
Students will understand and apply
scientific concepts, principles, and theories pertaining to the physical and living environment and
recognize the historical development of ideas in science.
Key Idea 1: Living things are both similar and different from each other and from nonliving things.
Key Idea 3: Individual organisms and species change over time.
Performance Indicators:
4. LE 1.1: Describe the characteristics of and variations between living and nonliving things.
1.1a Animals need air, water, and food in order to live and thrive.
4.LE 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal.
1.1c In order to survive in their environment, plants and animals must be adapted to that environment. Animal
adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, and
migration.
NYS Learning Standard: English Language Arts
Competency Area: ELA Standard 1, Language for Information and Understanding
Key Idea: Students use graphic organizers to record significant details from informational texts .
Performance Indicators:
Students use graphic organizers to record significant details from informational texts.
Circle the performance indicator level being assessed through this learning experience:
Elementary/Beginning Level
Jennifer Molfese
Intermediate
Alternate/Students with Disabilities
Commencement
LEARNING CONTEXT
Purpose:
This learning experience is designed to review living environment science for grades kindergarten
to four. This will provide a review for the Grade Four Science Assessment to be given in May
2010. Teaching science at the elementary level is essential to educating well-rounded students.
There are three 30 minute lessons.
Enduring understanding: Animals, plants and humans need certain conditions in order to survive.
Essential Questions: How do living things stay alive?
Guiding Questions:
 What do animals need to live?
 What are nonliving things?
 What are living things?
 How do animals respond to change in their environment?
 What are some animal characteristics influenced by the environment?
Diagnostic Questions:
1. What do animals need to live?
2. How do animals respond to change in their environment?
Grade level/ general ability: This learning experience is for use in a fourth grade inclusion class.
These fourth graders will be taking the NYS Grade 4 Science Assessment in the spring of 2010.
Overview of what students need to know and be able to do to succeed:
Prior to Learning Experience
 Demonstrate an understanding of graphic organizers
 Demonstrate an ability to work with peers
 Demonstrate an ability to follow directions
During and After the Learning Experience
 Share personal ideas about living things with the whole group
 Classify data as a small group
 Make and record observations of organisms
Jennifer Molfese
Classroom Management: The following rules are implemented on a daily basis (Appendix # 1)
Our Classroom Rules
1. Follow directions given by an adult immediately.
2. Complete assigned tasks safely.
3. Put all materials back in their appropriate spot.
4. Keep hands, feet and objects to yourself.
5. Let others have the opportunity to speak.
Looks Like:
1. Responding quickly and politely: Listen for “Give me 5”
1. Eyes on me
2. Sit up straight
3. Feet on floor
4. Hands on desk
5. Mouths closed
2. Be prepared with the proper materials, stay in your seat until dismissed, take turns
3. Recycle, push in your chairs, store your materials
4. Say “excuse me” and “I’m sorry”, planned ignoring, ask to have your seat changed, tell an adult
and ask for assistance
5. Raise your hand to answer or ask a question, use appropriate language and tone, call students by
their first names, ask a classmate for help before asking the teacher
Our Classroom Procedures
This is a list of daily classroom procedures used to keep the flow of instruction moving throughout
the day (Appendix # 2) A classroom diagram is included. (Appendix #3)
Jennifer Molfese
New York State Alignment:
The New York State Math, Science and Technology Standards selected for this learning experience come from the Grade 4 New York
Teacher's Desk Reference and Critical Thinking Guide, Educational Tools, Inc
Congruency Table
Learning Standard: Math, Science and Technology: Standard 4
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in science.
Competency Area: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator: 1.1 Describe the characteristics of and variations between living and nonliving things.
Performance Indicators
/ Core Guide
Information
Instructional Tasks
1.1a Animals need air, water, 
and food in order to live and
thrive.




Jennifer Molfese
Participate in the
worm anticipatory
set (whole group),
read What animals
need to live(small
group)
list what animals
and plants need to
survive on
“Animal and
Plants” graphic
organizer (small
group)
complete the
cloze activity
(small group,
whole group)
play vocabulary
scatter (whole
group).
Learning
Objectives
Students list what
animals need to live.
Students differentiate
between living and
nonliving things.
Student Work




Complete “Animal
and Plants” graphic
organizer
cloze activity
living things
brainstorm (sticky
note)
“Living and
Nonliving” T-chart.
Assessment Tool


Vocabulary Pre-Test
Anecdotal Notes
Vocabulary scatter, ticket
out the door reflection
question.
NO RUBRIC ON FISRT
DAY.
Learning Standard: Math, Science and Technology
Competency Area: Living Environment
Key Idea 1: Living things are both similar and different from each other and from nonliving things.
Learning Standard: Math, Science and Technology Standard 4
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in science.
Competency Area: Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator: 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. (p.31)
Performance
Indicators / Core
Guide Information
4. LE. 3.1c: In order to
survive in their
environment, plants and
animals must be adapted
to that environment.
Animal adaptations
include coloration for
warning or attraction,
camouflage, defense
mechanisms,
movement, and
migration.
Instructional Task






Jennifer Molfese
Students choose a
mystery human
adaptation out of a
box (whole group)
complete the
responding to
change cloze
activity (small
group)
complete t-chart
with sticky notes
(individual, whole
group)
watch animal
adaptation video
(whole group)
observe organisms
and collect data
(individual)
play vocabulary
race (whole group).
Learning Objectives
Students identify how

animals respond to change
and survive in their

environment including

coloration for warning or
attraction, camouflage,
defense mechanisms,
movement, and migration
orally and written form.
Students identify
animal characteristics
influenced by the
environment.
Student Work
Responding to change
student t-chart
cloze activity
animal adaptation
observation sheet
Assessment Tool

Anecdotal Notes:
Vocabulary race, Cloze
activity , T -Chart, ticket
out the door reflection
question, Student selfreflection checklist
assessing: How do
humans respond to
change?

Vocabulary post-test.
(Supporting)
Learning Standard: English Language Arts: Standard 1
Competency Area: Language for Information and Understanding
Key Idea: Students will read, write, listen, and speak for information and understanding.
Performance indicator: Write labels and captions for graphics to convey information, with assistance. (p.19)
Performance
Indicators / Core
Instructional Tasks Learning Objectives
Student Work
Assessment Tools
Guide Information
Write labels and
Students will
Graphic organizer,
Living and non-living animal
 Students complete
captions for graphics
demonstrate their
animal adaptation
adaptation project with graphic
graphic organizer
to convey information,
understanding
of
living
project:
poster
organizer assessed with a 4
(individual)
with assistance.
things, nonliving
point rubric assessing:
 Living and nonthings,
and
animal
1. Content – Accuracy
living animal
adaptations through a
2. Required Elements
adaptation poster
student
created
poster.
3. Graphics -Clarity
(individual)
4. Mechanics
 present poster to the
5. Title
class (individual,
whole group).
Jennifer Molfese
ASSESSMENT PLAN
The Students are assessed at multiple points during this Learning Experience.
Diagnostic Assessments:
 Vocabulary Pre Test (Appendix # 4)
 Pre-assessment tools (4th grade Living Environment Science Test Questions, 2009)
(Appendix # 5)
Formative Assessments:
 “Animal and Plants” graphic organizer
 Class size “Animal and Plants” graphic organizer
 “Living and Nonliving” Venn Diagram
 Ticket out the Door Questions (Appendix # 6)
Summative Assessments:



Scoring Rubric for poster assessment (Appendix # 7)
Vocabulary post assessment (Appendix # 8)
Pre-assessment tools (4th grade Living Environment Science Test Questions, 2009)
(Appendix #9)
STUDENT WORK
The work was completed by students in a fourth grade classroom in an urban school district.






24 students
12 girls
12 boys
6 students receive consultant teacher services
4 students receive speech
7 students receive ESL services
Teacher Poster Exemplar
(Appendix # 10)
Explanation of Levels:
The student work is measured on four levels based on the rubric: 4, 3, 2, and 1. A score of 1 would
indicate missing work.
The work is further divided into three levels including Distinguished (Appendix # 11), Proficient
(Appendix # 12), and Developing (Appendix # 13). Distinguished scored 17-20 (85%), Proficient
14-16 (70%), and Developing 0-13 (65%).
Jennifer Molfese
PROCEDURE
*Prior to Day 1, students should take the Vocabulary Pre Test (Appendix #4) and the Preassessment (4th grade Living Environment Science test questions, 2009) (Appendix # 5)
Day 1
Activate and Assess Prior Knowledge:
1. Ask “What is something that you cannot live without?”
2. Ask “What do you think would happen if you couldn’t get the things you needed to
survive?”
3. Have a class discussion
4. Worm demonstration: using a real worm and a gummy worm, students use the “Classifying
living and nonliving things. (Appendix # 14)
Model and Demonstration:
1. Pass out NYS Science review Packet “How do living things stay alive?” (Appendix # 15)
2. Read excerpt “Basic Needs of Living Things” in a small group.
3.
4.
5.
6.
7.
8.
9.
List what animals and plants need to survive on “Animal and Plants” graphic organizer
Teacher creates a large class-size graphic organizer with the whole group.
Read “Growth and Survival” aloud to whole group.
Complete cloze activity
Create a Venn diagram with the whole class.
Complete the Venn Diagram with the whole class
Review vocabulary terms by playing “Scatter”
(cell, characteristics, basic need, organisms, shelter, nutrients).
Class Discussion and Guided Practice activity:
 Share answers orally with the whole group.
 Listen to teacher read “Growth and Survival”.
 Share the brainstormed characteristics of living and nonliving things to the whole group.
 Play Scatter (Appendix # 16) Rules and Guidelines for Vocabulary Scatter
Independent Practice activity:
 Think about a living thing and brainstorm characteristics to whole group, written on sticky notes
 Think about a nonliving thing and brainstorm characteristics to whole group, written on sticky notes
 Several students post the words on sentence strips and on the Living Science word wall in the room.
Closure:
 Complete “Ticket out the door”, include questions about Living Things and Organisms that you
still have
Jennifer Molfese
Day 2
Activate and Assess Prior Knowledge:
1. Go over Ticket out the door from Day One and answer questions students may have.
2. Have students choose objects from a box and determine how the object would help an
animal adapt to its environment.
Model and Demonstration:
1. Pass out NYS Science review Packet “How do living things stay alive?” (Appendix # 15)
2.
3.
4.
5.
6.
Read “Responding to change” aloud to the students.
Students share their thought s and ideas about the reading.
Refer students’ ideas to the Ideas Board during the lesson
Define external and internal stimuli to the whole group
Review vocabulary terms
(stimuli, behavior, external stimuli, internal stimuli, instinct)
Class Discussion and Guided Practice activity:








Write several reasons why animals respond to change on an index card, based on the reading.
Share your idea(s) with a partner
When called on, share the answer your partner shared with you with the entire group and post on the
Ideas Board.
Classify the data collected on index card responses with the whole group into class guided categories
(for example, animals with fur, animals with feathers, etc.)
Watch a video of animals and plants “All About Animal Adaptations”, 15 minutes
Observe your assigned organism in the video (Teacher assigned)
Record observations in Science review Packet “How do living things stay alive?” (Appendix # 15)
Play Scatter (Appendix # 16) Rules and Guidelines for Vocabulary Scatter
Independent Practice activity:
 Read “Responding to Stimuli” in “How do living things stay alive?” (Appendix # 15)
 Complete “Animal vs. Plant” organizer “How do living things stay alive?” (Appendix # 15)
 Record how animals respond to change in their environment based on the reading
 Several students post the words on sentence strips and on the Living Science word wall in the room.
Closure:

Complete Ticket out the door question on paper: What are your basic needs? State a change that has
recently happened to you. It can be internal or external. Explain the cause of change in relation to
stimuli.
Jennifer Molfese
Day 3
Activate and Assess Prior Knowledge:
1. Go over ticket out the door question from day two: What are your basic needs?
2. Have some students share their responses
3. Explain to students that now that they are adaptation experts, they are going to create
informational posters on animal adaptations.
Model and Demonstration:
 Explain directions for Animal Adaptation Poster (Appendix # 17)
 Show Teacher exemplar to students (Appendix # 10)
 Materials include: Clip art, Magazine pictures, colored pencils, markers, and adaptation
video.
Class Discussion and Guided Practice activity:
 Restate directions orally to the teacher

Present to the whole group, if time allows.
Independent Practice activity:
 Create a poster of the assigned animal including at least 3 adaptations
 Students should choose 1 word from the word wall to be included on their poster.
 Word Choices Include: cell, characteristics, basic need, organisms, shelter, nutrients, stimuli,
behavior, external stimuli, internal stimuli, instinct
Closure:


Complete self assessment using a second copy of the rubric.
Present to small groups of two to four students.
*After Day 3, students should take the Post Vocabulary Test (Appendix # 18) and Post-assessment
(4th grade Living Environment Science test questions, 2009) (Appendix # 19)
Extensions:
 Students can play vocabulary scatter with teacher created classroom materials or online at
quizlet.com.
 Students may use more than one word for their poster.
Jennifer Molfese
RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION
Resources:
 Grade 4 New York Teacher's Desk Reference and Critical Thinking Guide, Educational
Tools, Inc.(Standards Core Guide)
 Buckle Down New York, Science Grade 4, 3rd Edition, Buckle Down Publishing: Iowa City,
IA.

All About Animal adaptations( Video Recording)/ Produced by Burrud Productions, Inc, 23
minutes
Materials:
Prior to Day 1:

Science Vocabulary Pre-Test
 Pre-assessment (4th grade Living Environment Science test questions, 2009)
Day1










“Animal and Plants” graphic organizer
Class size “Animal and Plants” graphic organizer
Living thing brainstorm (sticky note)
“Living and Nonliving” Venn Diagram
“Ticket out of the Door”
Living Things and Organisms packet
Sticky notes
Sentence strips
Class-size graphic organizer
Venn diagram
Day 2
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







Day 3






Index card: Why animals respond to change? (Posted on board)
Animal vs. Plant organizer
Ticket out the Door: Reflection Question
Living Things and Organisms packet
Index cards
Graphic organizer
Highlighters (blue and green)
Sentence strips
Video: All About Animal Adaptations
Teacher exemplar
Student self assessment
Rubric for summative assessment
Paper
Colored pencils, markers
Magazine pictures and clip art
Jennifer Molfese

Glue sticks
Materials Preparation:
Prior to Day 1:

Copy pre- test
Day 1
Teacher must:
 Copy and organize Living Things and Organisms packet (used all three days and includes readings
and graphic organizers)
 Make class-size graphic organizer, and Venn diagram
 Prepare materials: sticky notes, sentence strips, markers, pencils, tape
 Create and copy “Ticket out the Door”
Day 2
Teacher must:
 Get a video of animals/plants (15-20 min.)
 Assign each student an animal or plant to observe
 Prepare materials: index cards, highlighters, sentence strips, markers, pencils, tape
 Create and copy “Ticket out the Door” reflection question
Day 3
Teacher must:
 Gather and organize poster materials
 Assess student work
Jennifer Molfese
INSTRUCTIONAL/ENVIROMENTAL MODIFICATIONS
Modification Task
Environmental and
Management
Specific Modification
Overview of class
procedures
Preferred seating
Instructional
Tasks
Jennifer Molfese
Benefits
Established routines
provide framework for
completion of tasks
(Including procedures
and rules)
Expectations have been
established for
classroom behavior.
Learning can occur.
Close to teacher or
front board provides
Proximity control:
student with immediate provides immediate
reinforcement. It allows feedback for student
supportive feedback.
Use of small groups
Smaller groups provide
peer support.
Repeating and
rephrasing questions
Students are given the
necessary assistance to
complete the tasks
Use of concrete objects
Content/Materials
Rational
Students explain their
rationale
Groups can provide
additional assistance
and support for
students with special
needs
Students are given
assistance to actively
participate in these
experiences
Pre and post
assessment (2009, 4th
Grade Science
assessment questions)
Students apply higher
level thinking skills to
all activities.
Time allowed for the task
to be lengthened and
shortened depending on
students’ ability.
Students use clip art or
magazine photographs to
complete the poster.
Students complete
experiences based on
academic abilities.
Students logically
check strategies.
Students who are
struggling may be able
to make more
connections.
Students are able to
apply higher level
strategies to complete
experiences.
Students work at an
appropriate and
individual pace.
Students cannot draw
acceptable illustrations.
Students can complete
the assignment.
TIME REQUIRED
Schedule or unit plan: This unit can be completed in three 30 – 45 minute sessions. It fits into a
longer yearly plan of a review of all material covered in grades one through four.
Planning: This learning experience takes more time to prepare before teaching than during or after.
The pre-planning includes gathering all student materials, and creating student work packets. Some
time will also need to be spent creating the teacher exemplar. Daily planning includes time to
gather materials and grade student work. After the learning experience time will be needed to look
at student results and grade animal adaptation posters
Implementation:
Day One:
Activate and Assess Prior Knowledge: (8 – 10 minutes)
Model and Demonstration: (8 –10 minutes)
Class Discussion and Guided Practice activity: (5 - 10 minutes)
Independent Practice activity: (5 - 7 minutes)
Closure: (2 – 3 minutes)
Day Two:
Activate and Assess Prior Knowledge: (8 – 10 minutes)
Model and Demonstration: (10– 12 minutes)
Class Discussion and Guided Practice activity: (5 - 7 minutes)
Independent Practice activity: (5 - 7 minutes)
Closure: (2 – 3 minutes)
Day Three:
Activate and Assess Prior Knowledge: (8 – 10 minutes)
Model and Demonstration: (12 – 15 minutes)
Class Discussion and Guided Practice activity: (5 - 7 minutes)
Independent Practice activity: (40 - 45 minutes)
Closure: (8 – 10 minutes)
Jennifer Molfese
REFLECTION
In June 2008 and 2009 I had the opportunity to participate in the Summer Science
Assessment Workshop at Daemen College and The State University at Buffalo. This is where I
came up with the idea to create a series of learning experience to address the lack of science
background knowledge in our fourth grade students. After analyzing test data including item
analysis and item difficulty, I created this learning experience to address the specific needs of our
students. This learning experience could be used to teach other fourth grade students, however, it
was designed specifically for students who lack the knowledge of animal adaptations, part of the
living environment study.
Due to a change of position, from special education teacher to literacy coach, I was not able
to teach this learning experience to my classroom. Instead, I taught and collected data from a
colleague’s fourth grade class. Classroom management and knowledge of some classroom
procedures made the flow choppy at times. Overall, the students were in engaged and took an
active role in learning. Students were overheard saying “Wow, this is great,” as they completed
their poster. Students also commented on the opportunities for group work commenting, “I like that
we could work on our own work, and talk a little.”
Some limitations included time restraints. There is little time available to teach Science
during the day. I completed this learning experience in three 40 minute sessions; however, more
time would have been beneficial. Another limitation was the administration of the post test. Due to
scheduling issues, the posttest was given nearly a week after the instruction. I would have preferred
to have had the post assessment closer to the conclusion of day three.
Thank you to the entire peer review process at Daemen College. Through multiple opportunities of
having my work critiqued and reworked, I feel that the end product is not just my work, but a
product of the peer review process.
Jennifer Molfese
Appendices
Jennifer Molfese