Benchmark Advanced Unit 3 “Animal Adaptations”

Essential Question: How do animals adapt to change?

Time: 25-30 mins discussion, introduce, explain. 35 mins to work on their project.

Objective: I can create an infographic describing two - three adaptations

(physical or structural) used by an animal to survive in its habitat.

Focus Students:
● One: using visuals, sentence frames, and frontloading vocabulary,
Think aloud, partner work
● Two: visuals, frontloading vocabulary, partner work
● Three: check-ins, partner work,

Materials:
● Anticipation journal (completed prior to lesson)
● Shared reader
● 1:1 laptop
● Ducksters.com or KidsNationalGeographic.com
● Padlet template shared via GC
● Intro (hook video) HERE (first video clip and then around minute 8)

Standards:
ISTE 1.3.c
IR.3.1
IR.3.7
W.3.2
W.3.7
3-LS4-3
ELD.P1.3.10.Br
ELD.P1.3.2.Br

Introduction:
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 ● We’ve been learning about many different animals and their adaptations
○ What is an adaptation?
■ GIve me an example of a structural and behavioral adaptation?
■ *polar bear webbed feet
■ White fur
■ blubber
○ Do adaptations depend on the environment animals live in?
● Hook with video on interesting adaptations from a cricket and giraffe.

● Redirect -
○ How does the cricket survive the freezing temperatures?
■ What kind of adaptations?
○ How does the giraffe adapt to the savannas?
■ Structural or physical adaptations?

Body:
● We are going to focus on how adaptations support animals living in their
environment (biome, habitat)
○ What are some different habitats?
■ Tundra, Forest, Aquatic, Grassland, Savanna, Desert
■ What are animals that live in these habitats?
● Polar bear, arctic fox, narwhal
● Macaw
● Octopus
● Buffalo
● Giraffe
● Jack rabbit
● To help you complete your research project, look up three adaptations
about your animal.
● You will use Padlet
○ You need 5 images
■ Background of habitat
■ One image of your animal for the center
■ Three images for the different adaptations (gifs or videos work,
too)
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8
 ○ 3 adaptations
○ Describe the adaptations
○ Identify if its structural or behavioral adaptations

Closure:

● What adaptations?
● What are the two kinds of adaptations?
● Share out a physical adaptation
● Share out a structural adaptation

Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)
Revised 4.20.17

Directions for Preparation for POP Cycle

1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation
conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes
Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student
Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be
transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Lacey Woolston lwoolston@bousd.us Multiple Sub 3
Mentor Email School/District Date
Hilary Maddox hmaddox@bousd.us BOUSD 10/27/21
Content Standard Lesson Objectives Unit Topic Lesson Title
ISTE 1.3.c Objective: I can create Essential Question:
IR.3.1
an infographic
IR.3.7 How do animals Animal Adaptations and
describing two - three
W.3.2 adapt to change? their Biomes
W.3.7
adaptations (physical
3-LS4-3 or structural) used by
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 8
ELD.P1.3.10.Br an animal to survive in
ELD.P1.3.2.Br its habitat.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Demonstrating knowledge of Understands and explains the relationship between essential
3.1 subject matter academic content Applying subject matter concepts, academic language, and academic content
standards standards.
Adapts instruction in response to knowledge of student
development and proficiencies to meet students’ diverse learning
needs. Ensures understanding of subject matter including related
Applying knowledge of student
academic language.
development and proficiencies to
3.2 Applying
ensure student understanding of
Provides explicit teaching of essential vocabulary, idioms, key
subject matter
words with multiple meanings, and academic language in ways that
engage students in accessing subject matter text or learning
activities.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student struggles with
Student is currently failing math
attention, participation during
(56% and has two Cs (72% and 74%
lessons, and competition of class
in reading and writing) and
This student requires a lot of work. She also needs a lot of
struggles with asking for help when
Focus Students confused. This student does not
reminders to stay on task. Can support and positive
● Summarize critical produce more when partnered reinforcement during lessons.
test well and can struggle with
needs and how you with a peer/teacher. She is failing This student has many emotional
completing tasks during class time.
will address them all main subjects (math, reading, struggles that prevent her from
She is working on taking her time
during this lesson. and writing). She is currently on being successful at school. She has
and reaching out for support.
track to be assessed. anxiety and is very low all across
Wants to be successful and has
the board. She works better with
been showing great growth in work
partners/teachers and generally is
ethic. Can struggle in partner work
more successful with lots of
because she likes to be alone.
positive reinforcement and check
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis I will focus on reviewing what we already
● What is your inquiry focus and/or My focus is on building background knowledge
know about animals and their adaptations.
special emphasis? and understanding of the purpose and
This is a chance for students to practice their
● How will you incorporate the inquiry individuality of adaptations. We will use Padlet
research and create and use collected info to
focus and/or special emphasis into which provides students the opportunity to use
the lesson? design digital artifact. They will research from
their knowledge to create an infographic
● What specific feedback do you want online resources and Palet to complete their
describing up to three adaptations.
from your ME? work.
I will meet the needs of these particular
students by using visuals, an engaging hook,
Inquiry Focus/Students I am looking at how to specifically support my
and providing examples that are accessible for
● What specific feedback regarding three different learners as well as spark
all students. Also, by strategically letting
your focus students do you want engagement as they produce a digital artifact
students select their animals for research and
from your ME? focused on an animal and its adaptation.
provide choice in how they design their
artifact. This will help draw in students.
Specific Feedback
This assignment will help with their overall
● What additional specific I am looking for support on how to engage
research. Students may work together with
feedback do you want from your students and use a strategy to help them be
other students who are researching the same
ME regarding lesson successful for future lessons in this unit.
animal.
implementation?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 8

Instructional Planning
● How is the lesson structured
(opening, body, and closing)?
● What varied teaching strategies
and differentiated instruction will
help students meet lesson goals?
● What progress monitoring
strategies will be used? How will
results inform instruction?
Student Engagement/Learning
● How will you make the lesson
relevant to all the students?
● How will students show progress
towards master of lesson
objectives?
Classroom Management
● How will you maintain a positive
learning environment with a
welcoming climate of caring,
respect, and fairness?
● Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.
Closure
● How will you close your lesson?
● How will you assess student
learning and prepare them for
the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I am opening with a question to spark and elicit
background knowledge. Next, to hook students,
watch a video that shows two extreme
adaptations.
We will stop and discuss the adaptations
throughout the film.:
How does the cricket survive
○
I will show my example of a polar bear and
the freezing temperatures? how I designed my infographic to show how
■ Are those structural the polar bear is made to survive in its habitat.
adaptations or Students will use my example as a springboard
physical or both? to create their infographic. The many options
○ How does the giraffe adapt to of padlet provided students with creative
the savannas? choices to develop and showcase their
■ Structural or physical knowledge. For my lower students, I will ask
for 2 adaptations and students can use the
We will look at my example (polar bear) and read
recording function to express their work, too.
through it. Next, demonstrate Padlet review,
I will check for understanding through
observations and monitoring questions.
Students will complete their own Padlet info
graphic on 2-3 adaptations. Lesson will take
about 25, independent work will take about 35
minutes and includes a brain break.
My students in general are interested in animals
This lesson is an important step in them
and are concerned with their survival. They
learning how to research. It also exposes them
thoroughly enjoy researching because of the
to environmental factors like global warming
independence and the opportunity to share
and other threats to our world where many
their knowledge. This assignment is helping
animals are endangered. They are beginning to
preparing them for their end of unit research
see connections to our daily choices and how
project.
they impact the world astound us.
I will engage all students with enthusiasm,
positivity, and will always state expectations for I will continue to set high expectations and
learning. Some students struggle to raise their welcome and value all contributions from
hand to participate. We have table and class students. Students know our learning goals
incentives to follow our class rules. I will use my and expectations for all lessons to help set
hand signals and call-to-attention if students get them up for success.
off task.
I will remind students to use complete
We will close with a quick review of adaptations.
sentences and use their best third grade
Students may share out one they learned about
for their animal. I will assess students based off
writing to share out their knowledge.
-
observation and the completed artifact.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Page 5 of 8

CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing Subject
Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students
construct knowledge of
subject matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Teacher encourages student
● Students engaged actively in
participation throughout the lesson.
Students: video discussion sharing out
● Shared their knowledge of ideas and connections
A variety of methods were utilized to
animal adaptations ● students made connections
engage students. -Turn and talk,
● Commented during the to their own experiences
whisper to partner
discussion of video (being in the hot sun and
● Draw comparisons to wearing sunscreen/giraffe
Video – Engaged students before
other animals with similar black tongue)
(making predictions), during
adaptations to make ● Students were successful at
(stopping to monitor
connections creating their info graphics
comprehension), and after (asking
in partners
questions).
● I provided an effective
learning environment by
stating and reviewing
Overall, the students enjoyed the
Teacher provided visual and verbal expectations at the start of
lesson and engaged in the
cues to ensure that the students lesson. This allows students
discussions of different types of
were on task. Used call and response to be set up for success.
adaptations. They felt comfortable
and worked together to answer ● I appreciate and value all
to share out in a whole and small
prompts. student contributions.
group.
● I allow them to work
together to help support my
diverse range of learners
1. Teacher started the lesson
by reviewing classroom
expectations
2. Inquiry Question: What is
an example of adaptation?
a. students shared
out ideas ● I went through my lesson
b. teacher helped plan and organized into
elicit knowledge manageable steps - I started
by showing Students shared their knowledge by eliciting knowledge of
vocabulary cards and were able to define and explain animal adaptations. We saw
c. reminded of the different adaptations overall. different examples of
articles read physical and behavioral in
3. Hook Video – teacher set Students actively participated and the video clip.
up video and directed shared their ideas and expressed ● Introduced the project and
students to pay attention to their wonder over these two had them look at a finished
the environment and the example animals. example
problem that faces the ● Read the example,
cricket/giraffe: Students demonstrate their objective, and directions.
a. Stopped during video understanding by creating a ● It took some time to get
to ask questions and infographic poster on their own students started. I ended up
explain concepts animal they have been pairing two sets of students
4. Discussed video researching. who didn't have the same
a. defined structural and
behavioral adaptation
animal.
b. students reflected and ● The only misconception
shared our ideas happened after the lesson
5. Teacher shared objective and were a little confused
slide and example of between structural and
finished product behavioral adaptations.
a. modeled Padlet
and reviewed
expectations)
6. Students were partnered
up and began to work in
Page 6 of 8

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
pairs creating their digital
poster
● I supported my students
throughout the lesson by
A variety of methods were used to using visuals, guiding
ensure that all the students could questions used before,
The students responded verbally to
access the lesson. Students were during, and after the video..
the whole group and in partners.
provided with visuals and guiding ● Students participated
The students choose their animal
questions. through non-verbal
and how they wanted to arrange
gestures, raising hands, and
their information on Padlet. They
Students had their own padlet which working in partners.
used images, gifs, videos, and
the teacher prepared ahead of time ● Students were successful in
different colors.
and shared out on Google Classroom. creating their infographic
posters (some needed some
extra support in
maneuvering Padlet)
● Students were successful
defining overall sharing
examples of the two
Teacher provided the students with adaptations..
Students demonstrated
opportunities to share their ● I gave time for students to
achievement through their verbal
knowledge and understanding. share their thoughts and ask
and non verbal responses
any questions to alleviate
Padlet used to assess student any confusion.
Students will work in pairs to create
learning. ● Students demonstrate
their own artifact.
learning on a padlet. The
students had 30 mins to
work on it the first day and
then another 40 minutes
the following day.
Section 4: Post Observation Conference
Overall, all students met the lesson objective.I provided extra support on helping
students refine their research and become more savvy with Padlet.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student ended up changing her
She was paired with focus student
animal to work with a partner. I Paired her with a very supportive
one (their choice) and with
modified her group's work to one and high group. She struggled
moderate support she was able to
adaptation each. She did well and integrating ideas and writing
identify one adaptation and write
worked very hard to help support about the adaptation. She needed
about it. She shared a bonus fact
the other students. With support she more support from her group. She
on her own. Still struggling with
was able to identify an adaptation was able to produce one
telling the difference between a
and write about it. She wrote a adaptation.
fact and an adaptation.
bonus fact on her own.
Keeping the lesson more simple and selecting one animal adaptation to watch.
Three glows of my lesson are:
1. Guiding questions that I prepared for the beginning, middle, and end of my
video
2. Prepared objective, directions, and sample
3. Engaging students participate and share out their knowledge.
1. Working on timing. I can easily have too many students share out. I hate not
letting everyone share, but sometimes we do need to keep the momentum
going.
Page 7 of 8
 2. Keeping the lesson simple and using one example. We ran out of time and I
rushed through the directions
3. I would use a paper/pencil assessment before we started the project
What are next steps? The next steps include completing their infographic poster and then writing their research paper.

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 8