SCIENCE LESSON PLAN 4: How Do Organisms Survive?

I. Objectives Students will be able to recognize traits of organisms that allow them to survive in their environment. Students will be able to compare and contrast the distinguishing characteristics of groups of organisms. (VA SOL Science) 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organisms ability to survive and thrive in its environment. Key concepts include c) traits of organisms that allow them to survive in their environment. (VA SOL Health) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active, healthy lifestyle. Key concepts/skills include a) the relationship between health promotion and disease prevention; b) the connection between nutritional guidelines and weight management; c) the importance of exercise and recreation; (VA SOL Technology) C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects. A. Collect information from a variety of sources. Conduct research using various types of text- and media-based information. B. Apply best practices for searching digital resources. Apply effective search strategies that will yield targeted information. Identify basic indicators that a digital source is likely to be reliable. C/T 3-5.7 Draw conclusions from research and relate these findings to real-world situations. A. Use research to support written and oral presentations. Apply research derived from digital resources to original work. Demonstrate how to cite digital resources when developing nonfiction reports and presentations. B. Apply knowledge when conducting research to develop accurate and balanced reports. Use best practice guidelines for evaluating research results. (NGSS) 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. II. Materials for Learning Activities Students will need feature creature worksheet, colored pencils, pencil, and computer. Teacher will need animal adaptations PowerPoint, feature creature worksheets for students, computer for teacher, and computers for students. III. Procedures for Learning Activities Introduction (5 minutes) Teacher will ask students: What does the word adapt mean? What are some things that animals do to adapt to their environment? Do humans adapt? What are traits? What are some different traits of animals? Humans? Instructional strategies (1 hour) 1. Teacher will go through Animal Adaptations PowerPoint and discuss the traits and adaptations of different animals. 2. Teacher and students together will answer quiz questions within PowerPoint. 3. Students will complete animal adaptations Feature Creature worksheet using computers to research their chosen creature. 4. If there is time, students can present their posters and discuss the information they gathered on their creature. Summary (10 minutes) Students will present their creature feature worksheet and the class will discuss animal adaptations and traits. Discuss with students how adaptations are important for both animals and humans and how our adaptations keep us safe and healthy. Extensions/Connections- Next class students will have to draw, label, and describe the essential structures and functions of plant and animal cells, compare and contrast the distinguishing characteristics of groups of organisms, and identify and explain traits of organisms that allow them to survive in their environment, which connects all lessons and concludes the unit as a summative assessment. IV. Assessment Students will be assessed on their feature creature poster, through anecdotal notes, and through observations. Written assessments attached. V. Differentiation ELLs: Students can work with a partner and/or the teacher. Lower students: Students can work with a partner and/or the teacher.

Higher students: Students can go above and beyond to add more information about their creature, research multiple creatures if they have time, and help students who are in need because they are ELL or lower level.

VI. Health/Safety Safety risk: They could damage the computers, although I do not think there are any safety risks for the students themselves. Prevention strategy: Keep all liquids and food away from computers. Resolution strategy: Clean up computers.