LESSON PLAN LESSON: Animal adaptations and survival

Teacher: Esra Al Ameri Subject: Science

Grade: 4 Unit: 4 Date: november 12, 2019

SKILLS AND UNDERSTANDING

Students will be able to:

 Students will be able to identify the different types of adaptation in animal’s life

Link to prior learning: students watched a video about how animals adapt to the environment surround
them before stating the lesson

21st Century Skills: Students will be able to enhance the following skills: Students will be able to enhance
Communication and collaboration by working together and collaborating in doing the activities right.
Also, there will be communicating between them while doing the activity together which will build
more confident for the students to communicate with the class. Students will use critical thinking
while solving the activities. Students will use their creativity skills while making the poster. Media
literacy which is the videos and presentation I will be using to teach the students.
Key vocabulary: Adaptation, Camouflage, Mimicry, Physical adaptation, extinct

Common misconceptions for learners: Ways of identifying and addressing these misconceptions:

 Students might get confused
between behavioural and
physical adaptation
Resources/equipment needed:
 Teacher will explain the differences between behavioural
and physical adaptation for example, the physical is
external which the animal has to defend themselves e.g.
long sharp claws, and behavioural is internal which is the
things animal do to defend themselves

 A video for the students to start the lesson

 The activities for the students
 Glue for the students to stick the activities
 Scissors for the students to cut the pictures
 Questions to knowledge the students information pre, during and post the activities
 Extra blank papers for the students to stick the letters
 UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Teacher Will: Students Will:

A video  Teacher will start the lesson  Students will sit on the carpet,
by greeting the students and focusing on the board
telling them what they will  Students will answer questions
learn today And discuss with the teacher
 Teacher will ask questions the video
What do you know about
adaptation?
Why do you think animals adapt
to their environment?

 Teacher will show a video

about how animals adapt to
their environment will help
the students understand
more
 Teacher will pause between
the video so she can explain
for the students

 Discuss with students what

they learned about animal
adaptations

Resources & Time Main activities (25 minutes)

Teacher Will: Students Will:

Emerging level  While the students are still
on the carpet Teacher will
Animal pictures give the instructions on how
they must do the activities
Vocabulary
Glues  first teacher will model for
the students how they are
Colored papers supposed to do the activity
 For the first two groups
teacher, will give the
students their activity which
 First students will get into
group of 3, they will get a
colored
 Paper, the animal pictures
and the vocabulary they are
learning
 They must match the right
picture to the right
vocabulary
 is they must cut the animal
picture and stick it on the
paper

 Teacher will give the students

the instructions

 Instructions like before they

start, they must write their
names, they should use the
scissors carefully

 Teacher will ask one of the

students to say the
instructions in Arabic to make
sure they understand

 They will work in group of 3,

one will cut and the other
one with stick in the right
place
 Teaching will go around
asking questions
Tr: why does this animal uses
camouflage? Can you give me
another example of an animal uses
camouflage to adapt in their
environment?

Developing level  Students will get the names
of the animals and the type
of adaptation and they must
Colored papers match it to the right place on
an A4 colored paper
Animal names
 Teacher will give the students
Vocabulary
the instructions
Scissors
 Instructions like before they
Glues start they must write their
names, they should use the
scissors carefully
 First students will get into
group of 3, they will get a
colored paper
 Paper, the animal names
and the vocabulary they are
learning
 They must match the right
name to the right
vocabulary

 Teacher will tell the students

that they should take the
picture and match it to the
type of adaptation they using
  Teacher will give the students
their activity, glues and A4
paper

 Teaching will go around

asking questions
Tr: why did you match a lion with
physical adaptation? Why is
butterfly use mimicry but not
camouflage?

 Teacher will ask one of the

students to say the
instructions in Arabic to
make sure they understand
Master level  Teacher will give the students  Students will get their
the instructions activities
An A3 paper
The definition  Teacher will give students a  they will listen to the
A3 paper to every group instructions
The vocabulary
Scissors  She will tell them that they  they will work together and
must make a poster then share their work
Glues
 They will match the definition
to the write vocabulary

 Then students must write a

sentence about the picture
under it as a challenge e.g.
“the chameleon uses
camouflage to adapt in its
environment”

 Instructions like before they

start they must write their
names, they should use the
scissors carefully

 Teacher will give the students

their activity, scissors, glues
and A4 paper
 Teacher will go around
checking the students
understanding and asking
questions
Resources Plenary (10 minutes)

Teacher Will: Students Will

 Before students finishes their  Students will share their work

Exit ticket activity time I will ask them to with the other students
clean up their tables
 Students must finish the exit
 And explain what they did paper and give it to the
After Finishing the activity students before leaving the
classroom
 teacher will tell the students
to leave their activities on the
table and come back to the
carpet
 Teacher will recap the lesson
with the students
T: what did we learn today? I will
give you 5 seconds to think
T teacher will count to five then tell
the students to share their answers
with the class
 After that teacher, will tell
the students about the exit
ticket

 She will write a question on

the board and ask the
students to answer is on the
exit ticket

 Then she will stand next to

the door as she gets ready for
the break bell

 She will tell the students that

they must give her the exit
ticket so they can leave the
class when the bell rings

Homework

Learning styles catered for in the main activities (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self-assessment Oral questioning Peer assessment

Teacher will walk around Think, pair share. students will work together
the classroom to observe Teacher will ask on their activities
the students while students questions in
working on the activities the starter, then she
why asking them some will give them five
questions seconds to think, five
seconds to share it
with the person next
to them after that
they will share it with
the whole class

Quiz Student presentation Written work and Verbal feedback

feedback
Workbook Students will present Teacher will walk around
their work to the class Students will get an the class with a checklist,
and to me after they exit ticket to fill she will ask the students
finish before leaving the some questions about the
classroom activities to see if they
understand