WPC/SIOP

Lesson 1 C

Topic:
Grade/Content Area:
Date:
Animal
4th Grade Life Science
March 11, 2016
Adaptations
1
State Standards/Common Core:
4-LS1-1. Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction
2
Essential Questions:
How do animals survive in diverse habitats?
3
Content Objectives:
Language Objectives:
Students will identify animal
Students will
structures by making careful
Think-Pair-Share
observations, using background
Write
knowledge and recording them in
Read as the teacher models
their science notebook.
Speak to their peers and the teacher as questions
are asked
4
Key Vocabulary:
Materials (including supplementary and adapted:
Survival
Science notebooks
Changes
Powerpoint
Scientific Notebooks
Animal Characteristic game
Scientist
Adaptation
Characteristics
Higher-Order Questions:
What does it mean to be a scientist?
Time:
Activities:
5
Planned Adaptations, Modifications, and Extensions:
Students will take a use post-it-notes as pre-assessment to determine
10 minutes
what they know before we start the lesson. Based on the preassessment I will be able to group them into diverse learning groups to
facilitate peer assistance. Throughout the unit students will be given
time to discuss questions with their peers to help meet the needs of all
the students.
Building Background:
10 minutes
Links to Experience:
What does it mean to survive? What do you need to survive? (food,
shelter, warmth clothes, ) How do you get those things?
Links to Learning:
Today we will start our unit on how animals survive by taking a look at

specific structures they have. We will start by taking a KWL chart.

Key Vocabulary
Survival
Changes
Scientific Notebooks
Scientist
Adaptation
Characteristics
Student Activities (Check all that apply for activities throughout
lesson):
Scaffolding: ___X__Modeling ___X__Guided __X___Independent
Grouping: __X___Whole Class
___X__Independent

_____ Small Group ___X__Partners -

Processes: ___X__Reading
___X__Independent

___X__Writing

___X__ Listening

2 minutes

Strategies: _____Hands-on
Objectives

___X__Meaningful ___X__Links to

10 minutes

Lesson Sequence:

Introduce the lesson by sharing the objectives and standards that are
posted on the Targets board.
10 minutes
Students will create a name tent so I can begin learning their names.
This class is a mix of my mentor class students and the other fourth
grade.
I will share the class expectations and introduce the objectives and
standard.
5 minutes

10 minutes

Students will take the pre-assessment. When they have written down all
they know they can turn their pre-assessment in and return to their
seats. Students will only have 5-8 minutes to show me all that they
know and students will only fill out the know and want to know. I will
instruct students to write one question and one connection.

10 minutes

After students finish the pre-assessment students will write their ideas
to the question written on the board: How do we survive? When all
students have turned in the pre-assessment students can place their
post-it-note on the board to start the next whole group discussion.
(formative assessment)

10 minutes

Students will be asked: What does it mean to survive? What do you

need to survive? (food, shelter, warmth clothes, ) How do you get

those things? Students will Think-Pair-Share for each of these questions.
5 minutes
Students will watch and listen to the PowerPoint introducing science
notebooks. Students will look at examples of famous scientists' science
notebooks and be introduced to the vocabulary.
Students will play the guess who I am? Characteristics game and then
we will make inference about what characteristics are.
Students will make observations and take the knowledge the received
from the game to write down in their science notebooks. This last
assignment will serve as a post formative assessment on the learning
that happened over the first lesson.
Review and 7 Assessment (Check all that apply):
___X__Individual _____Group ___X__Written _____Oral
Review Key Vocabulary:
Survival
Changes
Scientific Notebooks
Scientist
Adaptation
Characteristics
Review Key Content Concepts:
All animals and humans have special structures that help them survive.
Write one observation or something new you learned today in your
science notebook.
8

Reflection:
What went well?
Students were very engaged and invested in the content and their learning. The
students made insightful comments, asked questions that showed curiosity and
engagement, and stayed on topic during discussions. Having a mix of students helped to
engage the students who are not normally in my class. Students showed thoughtful
insight in their pre-assessment and on the post-it-notes they placed on the board. Many
of the students in this group are high achieving students, these students showed
extended learning by making more and more detailed connections. The pacing of the
lesson went much better and we were able to get to all the planned activities.
How did the students perform in relation to the learning objectives?
Students showed the content and new information was accessible and at their zone of
proximal development by their comments and written work. As a whole the students
meet the expectation and showed understanding over the material introduced.
What observations and/or formative assessment data do you have to gauge learning?

Students showed understanding of what characteristics are by the way they interacted
with their peers during the characteristic activity. They also showed the ability to make
connections across learning when they applied the activity to the characteristic chart
they added to their science notebook. The students showed they understood survival for
both humans and animals.
What surprised you?
All the students were very engaged with the lesson, one student who typically struggles
with motivation was very motivated and wanted to keep the characteristic activity cards
to take home.
How did you differentiate instruction in response to student learning needs? (Extensions,
support, and/or scaffolding).
I provided scaffolding and support by modeling how to fill out their science notebooks. I
explained my expectations that they are making detailed observations and including
models, and labels. Along with the expectations I encouraged the students to make this
science notebook their own and to not just copy down what I write in my science
notebook word for word. I encouraged all the students to make connections with their
learning and record the connection in their science notebooks.
What would you change if you were to teach this lesson again? Identify changes you
would make to the next lesson based on your reflection and formative assessment data.
Describe in some detail about how you are responding to student learning needs.
This lesson went well as it is the third time I have taught it. I would have loved to have
more extensions ready for this group of students as they were ready and able to go
deeper into this topic.
Rubrics and Scoring Guides:

WPC/SIOP
Lesson 2 C

Topic:
Grade/Content Area:
Date:
Constructing
4th Grade Life Science
March 14, 2016
an argument
1
State Standards/Common Core:
4-LS1-1. Construct an argument that animals have internal and external structures that
function to support survival, growth, behavior, and reproduction
2
Essential Questions:
How do animals survive?
3
Content Objectives:
Language Objectives:
Students will construct an
Students will
argument by using a graphic
Think-Pair-Share
organizer and sentence frame.
Write
Read as the teacher models
Speak to their peers and the teacher as questions
are asked
4
Key Vocabulary:
Materials (including supplementary and adapted:
Survival
Science notebooks
Changes
KWL chart-graded with feedback
Scientific Notebooks
Glue
Scientist
Scissors
Adaptation
Characteristics
Viable
Higher-Order Questions:
How do arguments show what we know?
Time:
Activities:
5
Planned Adaptations, Modifications, and Extensions:
I will give the students more independent work time for them to have
more application time and less instruction time to show individual
understanding.
Building Background:
Links to Experience:
Ask student if they have ever constructed an argument before. If they
have ask them what was their argument about.
Links to Learning:
Show some of the students work in their science notebooks. Allow
students to make observations and ask questions.
Key Vocabulary

Scientist
Adaptation
Characteristics
Survival
Student Activities (Check all that apply for activities
throughout lesson):
Scaffolding: _____Modeling ____X_Guided ___X__Independent
Grouping: ___X__Whole Class
___X__Independent
5 minutes
2 minutes
15 minutes

_____ Small Group ___X__Partners -

Processes: ___X__Reading
__X___Independent

__X___Writing

__X___ Listening

Strategies: _____Hands-on
Objectives

___X__Meaningful __X___Links to

Lesson Sequence:
Highlight some answers from the KWL chart.

10 minutes

Introduce how to construct an argument by passing out the Is it a

viable argument? graphic organizer.
How do we start an argument? Start it the wonder lake by asking
questions and being curious scientists.
What do we add next?
How do we decide if an argument is viable?

10 minutes
After students have finished gluing in the graphic organizer, model
sentence frame in detail going over each part. Show students the
layout of an argument
Claim: A statement that is believed to be true
Evidence: facts, observations, and data
Model: illustrate what you know using details and labels.
Read Whales and Dolphins and have students construct an argument
using the information they hear.
As a whole group brainstorm and model a claim based on the reading.
Give students independent time to construct an argument using the
argument frame. Students will state a claim, provide three pieces of
evidence
Characteristics; continue to fill in the characteristics page in notebook.
During reflection time.
Review and 7 Assessment (Check all that apply):
__X___Individual _____Group ___X__Written _____Oral

Review Key Vocabulary:

Survival
Changes
Scientific Notebooks
Scientist
Adaptation
Characteristics
Viable
Review Key Content Concepts:
How can I construct an argument to show that animals have special
characteristics to survive?
8

Reflection:
What went well?
This group of students was well behaved, engaged and showed strong grasp of the
material. This was the last rotation of science for these students they brought strong
previous knowledge to the class. They grasped the overall concept of an argument and
worked hard constructing detailed arguments. I also felt like I was starting to get a firm
grasp of the material for the lesson and overall unit giving me more freedom to flex the
lesson to meet the needs of the students.
How did the students perform in relation to the learning objectives?
The students excelled at constructing an argument using details and strong evidence.
The students were able to follow the argument structure, making good connections and
asking clarifying questions.
What observations and/or formative assessment data do you have to gauge learning?
When constructing discussions the students showed mastery over the general concepts
and were able to apply it both orally and in written form. This group wanted more
independent work time to construct their arguments.
What surprised you?
The level of knowledge the students brought into the class was surprising, they knew the
definition of a claim and evidence and were able to apply it to the specific argument
format. It was hard to not interrupt their independent work time, but as I walked around
they were all hard at work.
How did you differentiate instruction in response to student learning needs? (Extensions,
support, and/or scaffolding).
I gave the students more independent work time for them to have more application time
and less instruction time as they showed understanding.
What would you change if you were to teach this lesson again? Identify changes you
would make to the next lesson based on your reflection and formative assessment data.
Describe in some detail about how you are responding to student learning needs.
I need to work on pacing to make sure all students are being allowed enough time but

also making sure Im not going too slow. This group specifically needed a faster pacing, I
could tell I was loosing the interest of some of the students, but because they are such
good students they were paying attention because they know that is what is expected of
them. I dont like looking out at my students and seeing they need more and not feeling
prepared to challenge them enough.

WPC/SIOP
Lesson 3 &4* C
*These lessons were combines because of time and scheduling.
Topic: Internal Grade/Content Area:
Date: March 15, 2016
Structures/
4th grade Science
Behaviors
1
State Standards/Common Core:
4-LS1-1. Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.
2

Essential Questions:
How do animals and humans adapt to survive?
3
Content Objectives:
Language Objectives:
I can identify and describe animal
Students will
internal structures that allow
-Think Pair-Share
survival by adding details to the
-Listen (watch a youtube)
science notebooks.
-Discuss with peers
-write information in science notebooks
4
Key Vocabulary:
Materials (including supplementary and adapted:
Migration: To move from one region Science Notebooks
to another. Depends on the
Migrators
seasons.
https://www.youtube.com/watch?v=dkjybwx3XF4
Hibernation: A dormant, inactive
state. Normal body activities slow.
Behaviors
to be in a dormant state resembling https://www.youtube.com/watch?v=Y3ym8sEL8hI
sleep over the winter while living
off reserves of body fat, with a
decrease in body temperature and

pulse rate and slower metabolism.

Animals that hibernate include
bears, bats, and many amphibians.
Defense:
Instinct: Behaviors that animals
begin life with. Example: drinking
from a bottle, crying, animal in
herds.
Adaptation: when animals change
to survive.
Behavior: action, something an
animal does.
Structural changes: physical
characteristics
Higher-Order Questions:
What behaviors do I have that help me survive?
Time:
Activities:
5

5 mins

5 mins

Planned Adaptations, Modifications, and Extensions:

If students finish quickly they can challenge themselves and start a
third.
Building Background:
Links to Experience:
What ways have you adapted to the Portland rain?
Links to Learning:
This is the fourth lesson in the unit, students have shared many of their
previous experience through KWL chart, Think-Pair-Shares and adding
previous knowledge to their science notebooks. Students will start this
lesson by looking through their science notebooks and answering a
Think-Pair-Share.
-What do animals need to survive?
Key Vocabulary
Migration: To move from one region to another. Depends on the
seasons.
Hibernation: A dormant, inactive state. Normal body activities slow.
to be in a dormant state resembling sleep over the winter while living
off reserves of body fat, with a decrease in body temperature and pulse
rate and slower metabolism. Animals that hibernate include bears, bats,
and many amphibians.
Defense:
Instinct: Behaviors that animals begin life with. Example: drinking from
a bottle, crying, animal in herds.
Adaptation: when animals change to survive.
Behavior: action, something an animal does.
Structural changes: physical characteristics
Student Activities (Check all that apply for activities throughout

lesson):
Scaffolding: ____X_Modeling
Grouping: __X___Whole Class
___X__Independent
Processes: _____Reading
___X__Independent
15 mins
10mins

Strategies: __X___Hands-on
Objectives

__X___Guided

__X___Independent

_____ Small Group _____Partners -

___X__Writing

____X_ Listening

__X___Meaningful _X____Links to

Lesson Sequence:
Add Animal Adaptations internal structures to science notebooks
5 minutes

15mins

Watch behavior video. Discuss what behaviors mean? What behaviors

do you have that help you survive?
At School
At home
As a citizen of the United states
*address that behaviors are different that structures and give examples.
Watch Migration video:
What are your observations about migration?
Behavioral changes, add information to science notebooks then watch
video. On migration
Watch Migration video:
What are your observations about migration?
(Cut this for time)Give students 15 to create an argument of how one
animal we learned about uses an internal or external structure to
survive.
Add animal adaptations/ external structures to science notebooks.
Have students write the claim: Animals use camouflage to help them
survive. Then students will write three pieces of evidence to support
this claim.
Watch Youtube video, pause and ask students to predict what external
structures or adaptations animals would need to have to survive in the
different habitats we see. Add details to science notebooks.
This video will be a transition to how animals adapt to survive in a cold

environment.
Blubber: show photo of blubber and have students make predictions.
Students will do the blubber and experiment and see if their prediction
was correct.
Review and 7 Assessment (Check all that apply):
___X__Individual _____Group ___X__Written _____Oral
Review Key Vocabulary:
Migration: To move from one region to another. Depends on the
seasons.
Hibernation: A dormant, inactive state. Normal body activities slow.
to be in a dormant state resembling sleep over the winter while living
off reserves of body fat, with a decrease in body temperature and pulse
rate and slower metabolism. Animals that hibernate include bears, bats,
and many amphibians.
Defense:
Instinct: Behaviors that animals begin life with. Example: drinking from
a bottle, crying, animal in herds.
Adaptation: when animals change to survive.
Behavior: action, something an animal does.
Structural changes: physical characteristics
8

Reflection:
What went well?
The students were involved by having lots of on task discussions, focused writing and
listening time, and answers to questions. The students seemed motivated and exited
about the concepts and activities.
How did the students perform in relation to the learning objectives?
The objective for todays lesson was constructing an argument, the students constructed
two full arguments and started a third by making a claim. Overall the answers I was
receiving from students were on track, several students claims were too specific and I
asked them how they would back that claim up with three pieces of evidence.
What observations and/or formative assessment data do you have to gauge learning?
I asked the students to give me thumbs up, to the side, or down to gauge pacing and
understanding of the topic. I asked the students lots of open-ended questions and gave
them time to discuss questions at their tables. While the students were having table
discussions I walked around listening and asking follow up questions when needed.
When students were given independent work time I walked around and looked at the
arguments they were constructing, and gave specific feedback to clarify and give
support.
What surprised you?

I was surprised by the overall prior knowledge the class brought to this unit. This is the
last science rotation, in the two prior rotations they have written two scientific inquiries
in each so they have a clear understanding of claim and evidence. Because of this prior
knowledge I was able to go significantly faster than the two previous groups. Those with
IEPs were pulled for specific instruction during our science time today, this also allowed
the pacing to increase.
How did you differentiate instruction in response to student learning needs? (Extensions,
support, and/or scaffolding).
Each student has their own scientific notebook where they take notes and create their
arguments. The notebooks allow for differentiation due to the open-ended nature of
notebooks. I start by modeling the structure or argument frame and then we construct
one as a class, using a claim a student came up with. Next I read short segments from a
book about whales and Dolphins and asked the students for claims, I wrote down one a
student said, telling the rest of the class they didnt need to have the same one but it did
need to be similar in the nature of the statement. Then I gave the students 5-7 minutes
to write down three supporting evidence. For those who finished the extension was to
add detail and a model with labels. Some students who needed more time to finish the
evidence could have the time they needed without feeling rushed while the students
who needed to be pushed could start on their model and add more supporting details to
strengthen their argument. I found this worked well and kept all the students engaged
and on task.
What would you change if you were to teach this lesson again? Identify changes you
would make to the next lesson based on your reflection and formative assessment data.
Describe in some detail about how you are responding to student learning needs.
I was not expecting the students to come into class with such a strong background
understanding of claim, survival and evidence. I would have loved to do an engaging
activity with them as an extension because they were ready to move on.
Rubrics and Scoring Guides: