SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Miss Miller
Science
3
Two 40 minute class periods
Animals have a variety of adaptations depending on
their habitat.
Why are adaptations so crucial to animals?
How does an animals habitat influence its adaptations?
Standard 3.1.3.C2: Describe animal characteristics that
are necessary for survival.
During a reading of How do Animals Adapt? (C), all third
grade students (A) will correctly define (B) all four (D)
words on their Reading Charts by writing the definitions
in the second column.
All third grade students (A) will correctly identify (B)
three adaptations of three different animals (D) during
an Internet activity using Creaturepedia (C).

ISTE Standards
for Students

Framework for
21st Century
Learning

Formative Assessment:
Formal Evaluation: The Animal Adaptations Sheet will
be graded. Teacher is checking to see if student
correctly listed three adaptations for three different
animals.
Informal Evaluation: Teacher takes note of each
students contribution to the KWL chart. Teacher looks
over the Reading Charts. Teacher is looking to see if
students defined all four words correctly. This activity
doesnt receive a point grade since it is done together
as a class. Teacher observes students as they work
independently. Teacher takes notes during the
observations.
When students have the opportunity to add ideas to
KWL chart on the Smart Board, they are utilizing ISTE
standard 6 - Students communicate clearly and express
themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media
appropriate to their goals. They are also using ISTE
standard 7 since they are working as a class to
complete the chart. Standard 7 states that students use
digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working
effectively in teams locally and globally. This activity
also aligns with the Learning and Innovation Skills
element of the Framework for 21st Century Learning.
When students use Creaturepedia on the Internet, they
are practicing ISTE standard 3 - Students critically

CK

Accommodation
s, Modifications

curate a variety of resources using digital tools to

construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves
and others. The Creaturepedia activity also aligns with
the Information, Media, and Technology Skills element
of the Framework for 21st Century Learning.
Student Profile:
Name of Student: Thomas
Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive
Disability
Summary of disability characteristics: Hypotonia
(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support

Accommodations:
Student sits at a scooter compatible desk for the
activities.
There is a lot of space between the desks and
throughout the classroom for the student to maneuver
his scooter.
There is space at the rug at the front of the room for
the student to sit in his scooter during the review of the

Key Vocabulary.
Teacher highlights the directions on the Reading Chart,
Animal Adaptations Sheet, and Homework Directions.
Student types the answers to the Reading Chart and
Animal Adaptations Sheet.
Teacher projects the book How do Animals Adapt? onto
the screen so the student can follow along as it is read.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

In the previous lesson, students learned how animals are

CK
classified. This lesson is built around Standard 3.1.3.C2:
Describe animal characteristics that are necessary for survival.
This lesson focuses on one need of animals: the ability to
adapt.

Introduction

Activating Prior Knowledge

Teacher asks students if they remember when they
discussed the basic needs of animals last year.
Teacher asks if anyone remembers any of those basic
needs.
Teacher writes them on the board as the students say
them.
Hook/Lead-In/Anticipatory Set
Teacher informs students that today, they are going to
be discussing other important things, called adaptations,
that animals need to survive.
Teacher adds adaptations to the list on the board.
Big Idea Statement
Teacher states the Big Idea in kid-friendly terms: Animals
have many different adaptations depending on their
habitat, or where they live.
Essential Questions Statement
Teacher states the Essential Questions in kid-friendly
terms:
Why are adaptations so important for animals?
How does an animals habitat, or where it lives, affect its
adaptations?
Objective Statement
Teacher states the Objectives in kid-friendly terms:
After we read How do Animals Adapt?, you are going to
write the correct definitions of four different words on
your Reading Chart.
We are going to use an Internet tool called
Creaturepedia to research three animals and three
adaptations for each animal.

Explicit
Instructions

Lesson
Procedure

Transition
Teacher tells students to move to the rug at the front of
the room for the Key Vocabulary.
As they relocate, teacher plays the Camel Adaptation
song (https://www.youtube.com/watch?v=YX8VQIJVpTg).
The teacher also plays the song when they go back to
their seats after the Key Vocabulary.
Key Vocabulary
Continent: a large landmass on Earth
Climate: the normal weather conditions in a particular
area
Adaptations: occur in the body of an animal or the way it
behaves
Extinct: animals that cannot adapt to changes in their
habitat; these animals no longer exist
Hibernation: happens when animals that cannot store or
find food in the winter go into a deep sleep
Migrating: traveling from one place to another when the
seasons change
PreAssessment of Students
Teacher draws a KWL chart on the Smart Board. The
class completes the chart together. They fill in what they
know about animal adaptations in the Know column.
They write what they want to know about animal
adaptations in the Want to Know column. Students
take turns coming up to the Smart Board to add their
ideas to the chart.
Teacher passes out the Reading Chart for How do
Animals Adapt? and explains the directions.
Teacher reads How do Animals Adapt? by Bobbie Kalman
out loud.
Teacher pauses occasionally and the class works
together to complete the Reading Chart.
Modeling of the Concept
Teacher tells students that they are going to use an
online tool called Creaturepedia to learn about animals
that live in different parts of the world.
Teacher passes out the Animal Adaptations Sheets.
Teacher projects the Internet onto the board and models
how to access Creaturepedia.
Teacher enters the website into the address bar of the
Internet.
Teacher tells students to click on Region.
After clicking on Region, a map of the world is shown.
Teacher tells students that they will be clicking on three
different regions and exploring the animals that live
there.
Teacher clicks on Arctic as an example.

Reading
Materials
Technology
Equipment
Supplies

Evaluation of
the
Learning/Master

Teacher clicks on the first animal, which is the walrus.

Teacher shows students how to click on the different
tabs to learn about the animal.
Teacher shows students how they will complete the
Animal Adaptations Sheet.
Guiding the Practice
Teacher walks around the room as the students do the
activity independently.
Teacher answers any questions and makes sure students
are completing their Animal Adaptations Sheets
correctly.
Teacher also asks students a few questions as they work.
When teacher sees that students are correctly
identifying the adaptations, teacher says, Great job
finding the adaptations! What helped you know that
those are adaptations?
If students are having trouble identifying the adaptations
of the animals, the teacher asks them a question such
as What helps this animal survive?
Providing the Independent Practice
Using Creaturepedia, students complete the Animal
Adaptations Sheet independently.
Their goal is to research three different animals and find
three adaptations for each animal.
Transition
Students take turns coming up to the Smart Board to fill
in the KWL chart.
Teacher calls students up in groups to get their laptops
at the beginning of the activity and to return them at the
end.
How do Animals Adapt? by Bobbie Kalman
Reading Chart:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-2.html
Smart Board
Animal Adaptations Sheets:
http://sciencenetlinks.com/student-teachersheets/animal-adaptations/
Creaturepedia:
http://pbskids.org/wildkratts/creaturepedia/
Homework Directions:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-2.html
What if You Had Animal Feet? sheet:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-2.html
Formal Evaluation
Teacher grades the students Animal Adaptations Sheets.

y of the
Concept

Closure

Teacher
Self-reflection

Informal Evaluation
Teacher takes notes on the students contributions to the
KWL chart.
Teacher looks over the Reading Charts and makes sure
they are completed.
Teacher observes students as they work on the Animal
Adaptations Sheet. Teacher asks students questions as
they work and takes notes on their responses.
Summary & Review of the Learning
Teacher goes back to the KWL chart and asks students
what they learned.
Students take turns coming up to the Smart Board and
writing what they learned in the Learned column.
Teacher asks students to restate the objective.
Teacher asks students how they met the objective. This
leads to a discussion.
Teacher asks students what difficulties they encountered
during the activities.
Teacher asks other students to offer suggestions to
these students on how they could have solved these
problems.
Teacher asks students for suggestions on how the
activities could be improved.
Homework/Assignments
After the completion of the second day of the lesson,
teacher gives students the Homework Directions and the
What if You Had Animal Feet? sheet.
Students have to decide which animals feet they would
like to have. They then have to research the animal and
find out how the feet help the animal. Lastly, they will
put this information on the What if You Had Animal Feet?
sheet.
Teacher explains the homework to the students and
informs them of the due date. The due date is also noted
on the Homework Directions.
Teacher gives students that do not have Internet access
at home a Ranger Rick magazine or an animal book from
the classroom library.
Teacher will know that the students can define
adaptation and other related vocabulary words when
they complete their Reading Charts.
Teacher will know that students can identify three
adaptations of three different animals when they use
Creaturepedia to complete their Animal Adaptations
Sheets.
If students do not master the concept, teacher will reteach it in a different way.
Teacher may use a video to reinforce the concept
(https://www.youtube.com/watch?v=LB8nLZmxN_M).