EDR 318

Adaptations
Teacher-Candidate Name Lauren McDade____________ Date 4/24/17_________________
Grade Level/Content Area 7th Grade Science__________
# of Students 25_______________ Length of Lesson 51 minutes____

1.1 Integration of Learning Outcomes

Students will be able to determine which tool, or beak, can collect the most food in their paper cups.
Students will find the mean of each trial per tool and food item.
Students will work in their lab tables to discuss which beak is better adapted for collecting food items.
Students will calculate the class average of each trial.
Students will discuss their findings and the connection to natural selection.

1.2 Standards

3.1.C. Evolution

3.1.7.C1. Describe how natural selection is an underlying factor in a populations ability to adapt to changes.

3.1.7.C2. Explain why the extinction of a species may occur when the environment changes. Explain that
mutations can alter a gene and are the original source of new variations in a population.

3.6 Writing: Students write for different purposes and audiences. Students write clear and focused text to
convey a well-defined perspective and appropriate content.

CC.3.6.6-8. A. Write arguments focused on discipline-specific content

1.3 Formative and Summative Assessment

Formative:
The teacher will ask the students to write and describe two adaptations they have learned. The teacher will ask
for a few volunteers, this will allow the students to begin thinking about birds adapting to their environment.
The teacher will check and observe the students trials and results while they are performing the tasks.
The teacher will observe the students calculations of the mean and listen to their discussions about the
averages.
The teacher will use questioning to guide the students thinking during the lab and to make predictions as to
which beak would be more beneficial in each condition.
The teacher will review the groups results as a class and discuss their answers to the discussion questions. The
teacher will utilize the Randomly App to engage all students.

1.4 Materials

Per lab table:

Two trays: plastic for materials and tin for candy

Raisins
Skittles
Four plastic cups
Toothpick
 Plastic fork
Plastic knife
Plastic spoon

Stopwatch: iPad or iPhone

Handout per student
iPad with Randomly App

1.5 Anticipatory Set (10 minutes)

The students have recently begun a new unit on Adaptations. The teacher will begin the lab by asking students
about animal adaptations that have previously been discussed. There is a section on the lab that asks the students
to write two adaptations that they have learned, therefore this discussion will be a nice review.
Good morning, class! Today we are going to investigate the differing beak shapes among birds. Before we
begin, can I have a few volunteers remind the class of adaptations that we have previously discussed. Think
back to the video from Wednesday of last week. The teacher will take about five volunteers.
Excellent examples! Animals have to adapt for all different types of reasons, but one in particular is food. Lets
take a look at four bird species that we have all seen pictures of before. While we look at the birds, please pay
close attention to the beak shape.
The teacher will prompt the students with questions:
What utensil does each beak resemble? Why does the location matter? Will the habitat alter the food the birds
eat or will their beak shape determine what food the bird can eat? Which birds beak can gather the most food?
Which beak can carry the least amount of food? Do you think the type of food determines how much food can
be collected?
The teacher will have the students think-pair-share with their table and then with the class for each question.

Great discussion, hopefully we can answer some of these questions after our lab today. The four utensils you
have on the table will represent each of the beak types we were discussing.

1.6 Procedures

1. The teacher gives the definition of adaptations, examples, and why animals use adaptations.
Before we begin our beak lab, lets look at the PowerPoint, can someone read the definition of
adaptations? We just discussed examples, such as hibernation and camouflage for a defensive
mechanism. Can someone read the benefits of adaptation please? Excellent. I wanted to refresh your
memories of the definition and benefits of adaptation before beginning our activity.
Today we are going to learn about the advantages and disadvantages of various birds with different
beaks competing for food.
2. Who would like to volunteer to read the portion of the handout that says, Think about it? A student
reads the background information for the lab. Today each of you will be one of the birds. The phenotype
is the shape of the beak that you have. While we are working, we want to think about which beak is best
for collecting food and adapting to its environment.
3. The teacher explains what the activity involves and the materials that are needed.
Each lab table will have the following materials (teacher holds materials as she explains): each of you
will have a plastic cup. The plastic cup is your mouth. You will discuss within your group who has which
phenotype. If I chose spoon, then I would use the spoon for the entire lab.
4. The teacher explains the handout.
Please look at the handout. If I am the bird with the spoon phenotype, then I will set the timer for 30
seconds and complete the first trial. All of your group members should collect food at the same time. I
will write down my results and share them with my group. I will then write the other birds results in the
 table. Once we have all four results for trial one then we will do the same thing for trial two and then
trial three. I will continue using the spoon because if we change utensils, we could potentially get
different results. Once we are finished with the trials, we will find the mean or average of our individual
phenotypes; I would find the spoons. You are to write the mean for each of your group members as well.
You will complete the steps for the soft food trials.
5. The teacher explains the questions at the bottom of the worksheet.
Once you are finished with your hard food and soft food trials, you will discuss within your group the
questions at the bottom of the page. We will discuss as a class once everyone is finished. You will have
twenty minutes to work on the lab and the questions. If you finish early, try using other beaks. I will be
around to see how you are doing and to answer any of your questions.
6. Once the students are finished the lab or after thirty minutes, the class will review the handout questions
and results.
The teacher will ask each group to report their mean for the soft and hard trials. The teacher will write
the averages on the board and ask the students to find the mean for the class, per utensil.

7. The teacher will go through each of the discussion questions.

Great job collecting your food, lets discuss the following questions. You may look at the questions on
your handout or on the PowerPoint. Who would like to get us started with their answers from the first question?
The teacher will review the answers to the following questions and compare results.
1. The first basic condition for natural selection to occur is that there must be variability
(what changed) within a species. What variability was present in the population of
utensil birds?

2. Before the terrible drought, which beak types gathered the most food items?
3. After the terrible drought, which beak type was most successful?
4. Over time, if drought conditions continue, what will happen to the number of
birds with the spoon beaks in the population? What will happen to the birds with
the other beak types?
5. As the individuals of the species change over time, the whole species may begin
to look very different. It may even become a completely different species. What is
the name of this process called?

1.7 Differentiation

The teacher provides a visual aid for the opening discussion, the visuals will help the students focus on the
upcoming task and make connections to bird species.
The teacher holds the materials as she describes the task. The visual representation will be beneficial for the
English Language Learner and students with Autism.
The lab is a group activity which allows students of differing abilities to work together and collaborate. This
will benefit the gifted students who enjoy helping their peers and the peers who struggle will benefit from
the collaboration.
The lab has multiple points of discussion which will promote higher-order thinking.
The teacher will model the activity.
The PowerPoint has the discussion questions for students to view.
The lab is a tactile and kinesthetic activity which will benefit many types of learners, specifically students
with ADHD.
The teacher removed extra instructions and information from the handout, and bolded and underlined some
of the instructions. These changes were made to help students focus on the key directions and purpose.
1.8 Closure

The closure will focus on the students results from the activity. The teacher will utilize the Randomly
application on the iPad to promote participation from all students.
We reviewed your results from the activity. Our focus question, in the beginning, was Which beak type
has the best features for collecting food and helping an individual bird survive in a changing
environment? what did we learn? Do you think the best features is dependent on the environment? Can
you think of other animals that adapt this way? Did you find it easier to do the dry food or soft food?
Was this activity frustrating for you? Lets share our thoughts.
Once the discussion is complete, the teacher will wrap up by explaining that every species must adapt to
their environments, including humans.

1.9 Technology

App timer
IPad with Randomly App
PowerPoint
Projector
SmartBoard

2.0 Reflection on Planning

I was given a lot of freedom when planning this lesson, which was very challenging. I did not know

what to focus on when my cooperating teacher said I could teach adaptations. I searched and read a lot of lab

activities and they all seemed to focus on bird beaks. I felt that this lab would provide a tactile way for students

to engage with adaptations. I think they will enjoy the competitive nature and understand the correlation with

natural selection. I also like the group activity. I know the majority of the students benefit and enjoy working

together. I will have the students work in their lab groups so students do not feel left out if they are not selected

to be in a group. I want students to have fun with this activity and collaborate with their peers. I purposely have

a PowerPoint to guide the students and give further support during the discussion and questions section. I

included multiple areas for higher order thinking, which will benefit the gifted students. The use of the

Randomly application will allow students who need more support or do not volunteer, the chance to share their

thoughts.
This lesson was supposed to take place on the first day of the unit which was hard for me to plan without a

lot of prior knowledge for the students. Luckily, we adjusted the schedule and the students have had three days

of notes, videos, and activities to make connections. We discussed my lesson on Wednesday, during our prep
period, and I shared the plan on Saturday afternoon. We did not do as much collaborating with this activity

because my cooperating teacher had a lab in mind that was very similar. I discussed my thoughts throughout the

lesson and we both thought the anticipatory set will help the students connect to real examples. I am hoping the

lesson is engaging and fun during the first day of Math PSSAs. I am not sure exactly how the timing will be

with the extended period and how the students engagement will be. I am hoping they enjoy it!

2.1 Reflection on Instruction

I only had first, fifth, and seventh period classes because of the PSSA schedule. During first period, my

timing was completely off. I thought that the students would fly through the task and that was not the case. I

spent too much time discussing the anticipatory set and giving instructions, that the students only had about

twenty-five minutes to complete the lab. I do not know how time went so quickly, but I made note to adjust my

timing for the other two classes.

Although the students were not able to have the closing discussion during first period, I am confident

that objectives were met and learning occurred. The students were able to write at least one example of animal

adaptations before the lab. I walked around to make sure the students had something written, and then I took

five volunteers. We reviewed the questions on the worksheet as three groups finished finding their averages. I

had one student from each group write their results on the SmartBoard to save time. We referenced the results

while we discussed which beak would be most successful and the correlation to real birds. I did not have an exit

slip or summative assessment to show if each student learned from this exercise. The students have an

upcoming quiz and will have a unit test on adaptations. While observing the students during the activity and

having our closing remarks, I feel learning occurred and the connections were made to real species. The

engagement during the activity was very high and enthusiastic. The students were commenting on how the

toothpick and knife birds had a disadvantage to the fork and spoon birds.

What evidence do you have that learning occurred and objectives were met?
Discuss the evidence on how the instructional goals met the reading and writing demands of the content
area you are teaching.
Discuss how your assessment of the students was adequate and informative.
 Based on your formative and summative assessment (observations, student work samples, other) and
your post-teaching conferences, discuss what interventions might be necessary and appropriate.
Explain how you adjusted your teaching for different levels of thinking, readiness, skills, and/or ability
during the lesson.
Discuss what you might change to improve this lesson.
Discuss how this teaching experience suggests areas where you might pursue further professional
development and growth.