Explain

Lesson topic: Animals Down Under

Grade level: 4th

I.

Objective: Students will be able to explain the adaptation of each Australian animal in
relation to their task card by completing an adaptation card.

II.

Life Science Standard : L.EV.0422 Identify how variations in physical characteristics of

individual organisms give them an advantage for survival and reproduction.

III.

Takayamas Thinking Level: Red

IV.

ieMRH2O: Organization

V.

Concepts, Facts & Details

A. Kangaroo- Kangaroos use their strong tails for balance while jumping. Kangaroos belong
to the animal family Macropus, literally "big foot." Thanks to their large feet, kangaroos
can leap some 30 feet (9 meters) in a single bound, and travel more than 30 miles (48
kilometers) per hour.
B. Koala- The Koalas paws are specially adapted for gripping and climbing. Rough pads on
the palms and soles help it to grip tree trunks and branches, and both front and hind
paws have long sharp claws. Each paw has five digits. On the front paw, two digits are
opposed to the other three, rather like a human's thumb, so they are both able to be
moved in opposition to the other three. This allows the Koala to grip more securely.
Distinctive parallel Koala scratch marks on tree trunks are due to this particular
characteristic.On the hind paw, there is no claw on the biggest digit, which is opposable
to the others for gripping, and the second and third digits are fused together to form a
double-clawed digit which is used for grooming purposes, such as for removing ticks.
C. Sugar Glider- Gliders have a thin piece of skin that connects their wrists to their ankles.
When a sugar glider jumps a far enough distance, they will spread their arms and legs
which opens their membrane like a parachute. In the wild, sugar gliders have been
known to glide hundreds of feet through the air.

VI.
A.
B.
C.
D.

VII.

Summary of Interaction
I will verbally explain the concept of the land bridge in its relation to the wildlife in
Australia.
Students will receive copies of small articles about each animal to read. I will explain that
they will be looking for information that relates to the animals ability from the task card.
Students will discuss the information found in the article with a partner to decide the
adaptation.
Students will complete the task cards with the adaptation and an picture of the animal.
1. Students will list the animal name.
2. Students will list the body part of the animal that is adapted.
3. Students will write a sentence describing the function of the specific body part and
how it allows the animal perform.
Graphic Organizer Attachment

A. Students will complete adaptation cards for each of the animals after looking at short
articles about the animals. See attached task card.

VIII. Visual Aids

A. Australian Animal Poster- I will use this poster to show images of each unique animal,
pointing out the specific characteristic that attributes to the adaptation of each animal.

B. World Map- I will use this map to show how there is no land bridge between the
continent of Australia and any other country.

IX.

Bibliography
A. Koala: https://www.savethekoala.com/about-koalas/physical-characteristics-koala
B. Kangaroo: http://kids.nationalgeographic.com/animals/kangaroo/
C. Sugar Glider: http://thegliderpouch.com/faq/

X.

Behavior Management Strategy and Science Safety Statement:

A. During this part of the lesson, it is important to focus the students from the explore
lesson. At the end of the previous part, since the students will have been discussing, I
will use the T to get the group quiet and to get their attention on me. In addition, I will
be asking each of the partners as they discuss what they have found or agreed upon.
B. In terms of safety, since the students will be using materials to make their adaptation
cards, I will make sure each group has their own set so there is no reaching across
others or disagreements on usage.

XI.

Differentiation

A. Gardners Multiple Intelligences:

1. Visual- Students will read over an article about each Australian animal to understand
the unique qualities that attribute to them in their unique lifestyle in Australia.

2. Kinesthetic- Students will create their own function adaptation card for each animal
by drawing and writing.

3. Interpersonal- Students will work with partners to discuss the reading to decide on a
function for each animals adaptation.
4. Intrapersonal- Students will read an article and have to interpret the words to assign
meaning.
B. Additional Learner: Visual Impairment- To accommodate a student with a visual
impairment, the article with have bolds, highlights, and be printed in a font, size, and
color that is appropriate for the learner.

XII.

Time Allotted: 15 Minutes

Animal: