You are on page 1of 3


Name: Micaela Johnson

Lesson Title: Animals in their Habitat
Grade: 4
Type of Lesson:
Students will be able to identify how certain
animals have adapted to their environment.
Students will be able to explain why animals
had to adapt to the environment in which
they live.

Date of lesson: 10/29/14

Content Area: Life Science
Multicultural Goals:
(based on Bennetts MC curriculum goals 16)
Assessment Tool(s):(informal/formal;
worksheet; observation; basal test; etc.)
Assessment Criteria: I hope to find that the
students are aware of how certain
characteristics can help an animal live in its
environment. Students should have an
understanding of this from the previous
lessons that we did on physical
characteristics and habitat locations.

Academic Standards:
4.3.2 Observe, compare, and record the physical characteristics of living plants or animals
from widely different environments. Describe how each plant or animal is adapted to its
Differentiation/Adaptations: (How will my instruction be different for students who are not
yet ready for this level of skill; How will my instruction be different for students whose skills
are beyond this lesson?)

Same Skill one grade level below (include Standard)

Same Skill one grade level above (include Standard)

Background Knowledge/Prerequisite Skills:

Students would need to know how certain
characteristics affect an animals chances of
survival. They will also need to be aware of
how animals can adapt to the environment in
which they live.
Animals in their Habitat worksheet

Multiple Intelligences/Learning Styles &

Blooms Levels:
(kinesthetic; artistic/musical; linguistic; etc.)
(visual; auditory; tactile; etc.)
(knowledge; comprehension; application;
Technologies Implemented:
(What technology was used for instruction?)

Modifications (meet IEP for individual students)

Anticipatory Set:
Begin lesson by reviewing the lesson on physical characteristics of animals. Ask students:
Why do you think that animals have certain physical traits? Do you think that it is possible
that these traits can be genetically modified over time? How do we as people adapt to our
As a class, go over several examples of how animals have adapted to their environments,
such as a chameleon. Explain to students that chameleons change color in order to blend in
with their surroundings. Pass out the Animals in their Habitat worksheet and go over the
instructions with the students. Give the students around 15 minutes to complete this
worksheet. Have them work in pairs, or they can work alone if they prefer. As students work,

walk around the room and monitor the progress of the students and answer any questions
that they may have. Once students have completed the worksheet, collect it for grading.

Now we all should be beginning to understand how living organisms can adapt themselves
so that they fit into their environment and have a longer, more successful life.
Explain to the students that as they grow older, they may have to adapt their own behavior
or beliefs in order to be successful in their environment.

UDL Chart:

Name: __________________________________________
Animals in their Habitat
Directions: Identify the physical traits of the animals
listed below. Then write down where this animal lives, and
how you think it may have adapted to the environment
where it lives.
1. Physical traits of a polar bear:
2. Where does the polar bear live?
3. How has the polar bear adapted?
4. Physical traits of a white-tailed deer:
5. Where does the white-tailed deer live?
6. How has the white-tailed deer adapted?
7. Physical traits of a kangaroo:
8. Where does the kangaroo live?
9. How has the kangaroo adapted?
10. Physical traits of a starfish:
11. Where does the starfish live?
12. How has the starfish adapted?