Lesson Title: Arctic Adaptations

Unit topic: animal adaptations of Arctic animals

Lesson Objectives:
Students will learn how to do research on a computer, distinguish fact from opinion, cite a credible
source, find the main ideas in a text, take notes, type, follow the scientific method, understand life
science, the biology of a polar bear, and arctic animal adaptations, work on informative writing,
grammar, spelling, punctuation, editing and paragraph structure. Students will practice their
presentation skills.

Lesson Procedure:
-Day 1: Introduce animal adaptation and watch a video.
-Day 2: read to the class about polar bears and other arctic animals and their environments. Do science
experiment: -present a bucket of ice. Let students touch the ice.
-put one ziplock inside another so it creates a layer
-put Cristco in between the layer of zip locks
-roll the edges over
-tape it together around a student's wrist (forming a paw)
-put the paw in ice bucket
-record findings
-Day 3: the students will research an arctic animal (of their choosing) online and write a report with
pictures.
-Day 4: the students will present their reports in front of the class

Content Standards:

Life Sciences 3. Adaptations in physical structure or behavior may improve an organism’s chance for
survival. As a basis for understanding this concept: a. Students know plants and animals have structures
that serve different functions in growth, survival, and reproduction. b. Students know examples of
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and
wetlands. c. Students know living things cause changes in the environment in which they live: some of
these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students
know when the environment changes, some plants and animals survive and reproduce; others die or
move to new locations.

Investigation and Experimentation 5. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform investigations.
Students will: a. Repeat observations to improve accuracy and know that the results of similar scientific
investigations seldom turn out exactly the same because of differences in the things being investigated,
methods being used, or uncertainty in the observation. b. Differentiate evidence from opinion and know
that scientists do not rely on claims or conclusions unless they are backed by observations that can be
confirmed. c. Use numerical data in describing and comparing objects, events, and measurements. d.
Predict the outcome of a simple investigation and compare the result with the prediction. e. Collect data
in an investigation and analyze those data to develop a logical conclusion.

Production and Distribution of Writing: 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.

Presentation of Knowledge and Ideas: 4. Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences. a. Plan and deliver a narrative
presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and
provides a conclusion.

Conventions of Standard English: 1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use
frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive
pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what
is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little boy watched the movie; The action movie was watched by the
little boy). g. Create readable documents with legible print.