Kimberly Gleason

SIOP Lesson Plan

Grade: 5th
Subject: Adaptations
Standards:
Understand and apply knowledge of how different organisms pass on traits
(heredity).
Understand and apply knowledge of the complementary nature of structure and
function and the commonalities among organisms.
Construct an explanation based on evidence that describes how genetic variations
of traits in a population increase some individuals probability of surviving and
reproducing in a specific environment.
Lesson 1:
Content Objective:
-Students will be able to identify physical features of an organism.
-Students will make predictions of where this organism would live and what it
would eat.
-Students will be able to organize animals into different environments based off
of their physical features.
-Students will be able to describe the habitats that different organisms live in and
why their features aid in their survival.
Language Objective:
-Students will be able to share observations of the features of an animal, verbally,
with a partner.
-Students will be able to write predictions using complete sentences.
-Students will use descriptive words that are appropriate to a given environment.
-Students can write sentences about different habitats.
These objectives will be listed at the front of the class on the whiteboard for all
students to see. At the beginning of class, I will read the objectives out loud and
ask students for thumbs up if they understand what todays objectives are.
Each science class/time will begin with Bell work. To begin, I will post this
picture on the overhead and ask students to fill out an observation sheet that I
will provide.
Observation Sheet:
What do you notice about the picture?

What are you wondering?

These pictures will be posted on the board.

Initially I will start out by modeling how to fill out the observation sheet
provided.

I-do:
I will model a think aloud. Looking at the first picture I notice that this animal is
green. (When I say green I will point to our wall color chart and ask a volunteer to
point to the color green). I also notice that this animal has brown veins, or lines
on its back.
We-do:
Next I will ask the students what they notice. When they give me observations, I
will write them down.
You-do together:
The students will now practice with a partner looking at the second picture of the
polar bear. I will walk around during this time and make sure students are using
the language I notice, or I observe
The second side of the observation sheet says What are you wondering? Once
students have completed the first side, I will model the second side using the
language: I wonder what _____is used for. Or in a question form: Why does the
_____ have a _____? We will again complete the I-do, we-do, you-do together
model. (Since our objectives state that students will share observations and
predictions with a partner, we will not yet move to the You-do-alone part yet).
Next we will share out our observations about the animals, along with what we
were wondering. I will then ask the students where they think the first animal
lives. Where do you think the first animal lives? Why? Why does it not live in the
white snow? Now looking at the second picture: Where do we think this animal
would live? Why? Why couldnt it live in a tropical rainforest? I will provide
pictures of a snowy environment and a tropical rainforest when discussing why
the animal would not live there.
What do these two animals have in common?
They can both camouflage into their environment. Why would it be beneficial to
camouflage into their environment?
Show a short video of an animal surviving because of camouflage.
http://www.teachertube.com/video/animal-camouflage-29600
After showing the video, I will ask students to turn to a partner and tell them
what they noticed in this video. Then we will share out as a whole class.
Camouflage is a type of adaptation. An adaptation HELPS an animal survive in its
given environment. What other things do we think would help an animal survive?
(I will write down student ideas on the board, and

Students will be shown pictures of animals; we will notice the physical

features/adaptations of each animal. We will then have some type of discussion
about WHY the animal has these features. Based off the first picture (that I will
model), students will help me describe an environment that this animal would
live in.

What do we notice about this animal? Write student ideas on the board and have
them write them in their science journals.
Why does this animal have such sharp teeth?
After I model the first example, students will be given a pile of new animals and
they will write down and verbally state the noticeable physical features that they
think would help the animals survive. Students will refer back to objectives and
recognize that they must use descriptive words and adjectives to describe the
animals features. They would then be given a pile of environments. Students will
group the animals into the environment that they think the animal would live in.
After the students have worked together with a partner to organize these animals
into their corresponding environment, the students will write sentences
explaining why the animal would live in that specific environment. Students will
be expected to use descriptive words, complete sentences, and correct spelling.
Here are a few example pictures:

Here are a few more types of adaptations:

Animal
Giraffe

Adaptation
Long neck

Bird

Flies south in
winter

Effect
Can eat leaves
in tall trees
(the parts of
plants other
animals cant
reach)
Warmth

Porcupine

Sharp, stiff
quills

Chipmunk

Hibernate

Dolphin

Tail

Can defend
itself against
enemies
Can avoid
winter food
shortages
Helps it swim

Review content objectives and language objectives.

Teacher: Your task when you go home is to share one of these adaptations with a
family member. Tell them the name of the animal, its adaptation, and how it
helps it survive.
Day 2:
Content Objective:
-Students will be able to provide evidence for why they think certain animals
would survive best in a given environment.
-Students will be able to identify two different types of adaptations.
(Show pictures, what do you noticehow can this help?) This is a ___
adaptation.
Language Objective:
-Students will incorporate persuasive and supporting language as evidence in
their writing.
-Students will be able to verbally state the differences and similarities among
adaptations.
Yesterday we looked at picture and videos of animal adaptations. What do you
remember? Turn to a partner and share.
Several animals have the ability to camouflage into their environment, what does
this mean? (A picture of an animal camouflaged into the environment will be
shown). This is a structural adaptation. Please copy this word into your
vocabulary journals. (I will write the word and definition on the board).
Structural Adaptation: a body part or coloring that aids survival
First, students will review what we learned yesterday, looking at the objectives
from the prior day. Next, students will be shown pictures of a made-up animal.
These animals will have parts of several different animals. (I will first
demonstrate with the first picture, and then students will be given the other 9
pictures after).

This picture will be pulled up on the screen for students to see. Look at this
picture. What animal is it?
(Students will be given some time to talk with a partner about what animal they
think it is).
What do we notice about this animal? How is it different?
What observations do you make about this animal? (Write student ideas on the
board)
What features do you notice?
How would these features help the animal survive?
What do we imagine that the environment would be like for this animal?
Give examples if the students need scaffolding, then have them talk with a
partner about the environment that animal would live in.
As a class, we will fill out this chart that will be provided for the students.
(Ideally, I would have the picture of the animal as a separate column on this
sheet, but I was unsure how to do this.)
Everyone please take out your chart. (Chart will also be displayed on Elmo.) First,
we will name this animal. But before we name it, we will come up with ideas we
have for names.
Students will be given the opportunity to brainstorm names for the animal
displayed above. I will pass out an additional sheet (shown below this chart) that
will guide the students in their brainstorming.
How to name your animal:
-By the way it looks
-By where it lives
-By the person who discovered it
(You can name this animal however you want). Choose either one of the options
above, or talk to me about another idea you have!)

Brainstorm ideas here:

After students are brainstorm ideas for their animals name, we will discuss as a
class the names they come up with. During this discussion, we will have the
students come up to the front and explain their thinking behind their name. After
all the students (or partner groups) have presented, the students will vote on
which name they think is best and most realistic.
Possible Questions:
Why would is be effective to name an animal after its physical features?
Why would it be effective to name an animal after the person who discovered it?
What if a person discovered multiple animals?
After this short discussion, we will fill out our first column in our chart with the
animal name we agreed on. Looking back at the observations the students made
about the features/adaptations of this animal, we will include them in this chart
as well. Next, we will decide what type of environment the animal would live in. I
would show pictures and ask the students if they thought the animal would live in
that certain environment. The first pictures I show will be opposite of the ideal
environment, but it will serve as an opportunity for the students to explain WHY
that environment is suitable for the animal. Next, students will come up with an
explanation in complete sentences. During this time, I will give them time to
confirm with a partner, I will also be walking around asking students for
clarification or helping them in any way they need.
Animal

Adaptation
(features)

Environment

Explanation

Next, students will be given three of the following animals at a time. They will
follow the process that we did together as a class with a partner for the first two
sets of three. Then they will do the last set on their own. This will be used as an
informal assessment.

Photos from: Sarah Borzo, Waukee South Middle school

Animal Planet: The Most Extreme Animals

By: Discovery Channel, Sherry Gerstein (author)

After students are finished filling out their sheets, we will read this book as a
class. I will have a large copy of the book and students will also be provided their
own copies. This book has pictures, stories, and explanations of extreme animal
adaptations.

While we are reading this book, I will do several think-aloud pointing out
questions I have about the animal adaptations. I will ask the students why they
think the animal has this adaptation and what they predict it will be used for. I
will also point out the vibrant environment pictures and ask what animal they
would expect to live there.
This book not only mentions physical adaptations but also behavioral
adaptations. We will pay special attention to the behavioral adaptations.
Assessment: Show a real animal in a real environment. Have student identify
which type of adaptation the animal exhibits. They will then provide a short
explanation as to why they think the animal has that adaptation. Students will
then share their answers with a partner and discuss whether they agree or
disagree.

For the third picture, students will discuss the purpose of an adaptation of both of
the animals in the picture.
If needed, I will provide sentence starters and word bank.
Name:
Date:
Animal Adaptations
Picture 1:
This animal is a _____________. Its adaptation is ______________. This
is a __________adaptation. This adaptation helps the animal because
_______________________.

Picture 2:

Picture 3:

Day 3:
Content Objective:
-Students will be able to create their own organism with distinct adaptations fit
for an environment of their choosing.
-Students will provide an explanation of the environment in which this organism
will live in.
-Students will be able to Explain how living things become adapted to their
environment over time.
Language Objective:
-Students will provide an explanation of the environment in which this organism
will live in.
-Students will be able to provide (write and verbally share) a short story that has
an explanation with supporting details.
Today, we are going to be artists. We are going to create an organism. This
organism does not have to be real. I encourage you to be creative! I am going to
pass out a sheet that has a few guidelines and things that you MUST include, but
feel free to add to the list! Before we start creating our own organisms, I will
provide you with an example.

This is the animal I created. I have named this animal Cuban Birdgon. Why do
you think I named it this? (Hint: Notice its physical features). Why do you think
its name has Cuban in it? Yes, because this animal would be found in Cuba.
Remember that your animal name should be unique- you do not need to name is
the same way I did, but when you are naming your animals, I will expect you to
have an explanation of WHY you named it the name you choose.
This animal has a lot of features! What do you notice? (As the students name
features, I will point them out on the animal, which will be displayed on the
overhead ELMO. Where do you predict this animal will live? What would its
environment look like? (Give the chance for students to share answers). Here I
wrote a short explanation of where my animal would live. If you want to, you can
also draw out the environment that your animal would live in. (This is all include
on your check list).
Here is my explanation:
The animal Cuban Birdgon is an animal that is found in the forests of Cuba. My
animal is part dragon, and has the ability to blow out flames from his mouth to
protect himself from predators. I also included wings so that my animal could fly
away and hide in high trees to get away from larger animals that cannot climb
trees. My animal has large eyes so that it can see well at night. It also has a beak
so that it can eat small worms and bugs. The beak can also be used to peck on
trees and other objects to warn other animals that predator are coming. Cuba is
very hot, so my animal can help regulate its own body temperature. My animal
would be about 15 inches tall. This would make it easier to get around quicker (
May include more)
I would also show them a drawing of the ideal environment my animal would live
in.

Checklist:
Please include all of the following in your work. Feel free to add additional things.
Be creative!
-Animal Name
-At least 5 different physical characteristics
-Detailed drawing

-Explanation of where the animal lives and eats

-A short story explaining how the animal adapted to its environment and WHY
the adaptations (features) aid in survival
While students are working, I will monitor their work and rotate around to
students to answer questions that they may have. I will also have a few past
student examples at hand, in case a student needs more of a visual
representation/example.
Questions for me to ask:
-What is the name of your animal? Why?
(I will go around and initial the name after the student provides a short
explanation).
-What is this feature for?
-Why is that feature important?
Once students have worked for about 10 minutes on creating their animal, I will
encourage them to move on to the explanation part. Initially students will
create a rough draft and they will have two peers edit it and provide feedback.
After the students have done this, they will get in small groups and share their
animal with their peers. To hold the students accountablethey will all have to
fill out the sheet below for EACH group member.
Animal Name
Name:
Name:
Name:
Name:
Name:

3 Adaptations on Animal
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.

After students do their small group presentations, they will begin their short
story. They will not finish it today, but they will be given time to work on it later
on in the week. I will also show a couple student examples and provide another
checklist.

Short Story Example:

Once upon a time, there was a fierce animal who lived in the forests of Cuba, his
name was Hank. Hank was a Cuban Birdgon. He was different than any other
animal in Cuba. Hank was strong and qualified as one who was on top of the food
chain. Hank had several unique features that were inherited from his parents.
Over the many years that his family lived in the forests of Cuba, these features
changed over time. The features helped his family adapt in its environment.
These features made surviving easier. Hank did not randomly change his
features, but over time, his family gained more features that made them more fit
than the animal around their area. Hank has 10 brothers and sisters, and they are
all just over 3 years old. At the age of 5, they will start reproducing. Typically each
birdgon has two offspring (babies). Hank and his family will be survivors for a
very long time.
Short Story Checklist:
! You introduce your animal and the environment it lives in.
! You explain HOW your animal developed its features (adaptations)
! Your short story has a clear sequence (beginning, middle, end)
! You use appropriate language to describe your animal, the environment,
and the adaptations of the animal
! Your story includes AT LEAST one picture (drawn or printed)
Assessment:
Students will turn in their animal creation, explanation, and short story for a final
assessment. If needed, I will have a conference with the students to clarify any
questions I may have after reviewing their assignment.
I will provide feedback and give them additional chances to re-do their
assignment if needed. I will encourage them to ask peers for assistance, or ask me
for guidance in areas they need.

Image Credits: Google, National Geographic