This lesson plan aims to teach 4th grade students about animal adaptations and survival. Students will watch a video on how animals adapt to their environments and then complete three levels of hands-on activities in groups to reinforce their understanding of adaptation types like camouflage, mimicry, and physical changes. The activities include matching pictures to vocabulary, animal names to adaptations, and creating a poster defining adaptations. The teacher will circulate to ask questions and ensure student comprehension.
This lesson plan aims to teach 4th grade students about animal adaptations and survival. Students will watch a video on how animals adapt to their environments and then complete three levels of hands-on activities in groups to reinforce their understanding of adaptation types like camouflage, mimicry, and physical changes. The activities include matching pictures to vocabulary, animal names to adaptations, and creating a poster defining adaptations. The teacher will circulate to ask questions and ensure student comprehension.
This lesson plan aims to teach 4th grade students about animal adaptations and survival. Students will watch a video on how animals adapt to their environments and then complete three levels of hands-on activities in groups to reinforce their understanding of adaptation types like camouflage, mimicry, and physical changes. The activities include matching pictures to vocabulary, animal names to adaptations, and creating a poster defining adaptations. The teacher will circulate to ask questions and ensure student comprehension.
This lesson plan aims to teach 4th grade students about animal adaptations and survival. Students will watch a video on how animals adapt to their environments and then complete three levels of hands-on activities in groups to reinforce their understanding of adaptation types like camouflage, mimicry, and physical changes. The activities include matching pictures to vocabulary, animal names to adaptations, and creating a poster defining adaptations. The teacher will circulate to ask questions and ensure student comprehension.
• 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 • Teacher will explain the differences between behavioural between behavioural and and physical adaptation for example, the physical is physical adaptation 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 Resources/equipment needed:
• 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 • First students will get into on the carpet Teacher will group of 3, they will get a Animal pictures give the instructions on how colored they must do the activities Vocabulary • Paper, the animal pictures Glues • first teacher will model for and the vocabulary they are the students how they are learning Colored papers supposed to do the activity • They must match the right • For the first two groups picture to the right teacher, will give the vocabulary students their activity which 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 • First students will get into of the animals and the type group of 3, they will get a
of adaptation and they must colored paper Colored papers match it to the right place on an A4 colored paper • Paper, the animal names Animal names and the vocabulary they are • Teacher will give the students learning Vocabulary the instructions Scissors • They must match the right • Instructions like before they name to the right Glues start they must write their vocabulary names, they should use the scissors carefully
• 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 (✓):
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
