Science Small Group Lesson
(Indirect Instruction)
Subject: Science Central Focus:
Ecosystems
Essential Standards/Common Core Objective (2): Date submitted:
5.L.2.2 Classify the organisms within an ecosystem Date taught:
according to the function they serve: producers, 10/23/19
consumers, or decomposers (biotic factors).
Daily Lesson Objective (1):
Tip: this is not the same as CF above; this is what you are teaching TODAY. This will
drive this lesson; be sure it is addressed throughout the plan, is assessed, and is
included in the Closure.
Independently students will be answer 8/10 questions correctly on a kahoot game in
regards to adaptations.
21st Century Skills Academic Language Demand (if Handbook applicable)
(1): Tips: Only include language demands for THIS lesson.
Collaboration
and
communication - ● Language Function: (Tip: choose one action verb, multiple
the students will action verbs are allowed in plan BUT only one here)
be working in
groups Classify
Tip: for the three bullets below consider your strategies for teaching
Critical thinking - these concepts also.
students will
● Content/Academic Vocab: mammal, naturalists, adaptations,
have to think
behavior, instinct, reflex, species, prey, predator
about why
animals and
plants have
adapted and use ● Discourse possibilities: Students will work together to read
their knowledge about adaptations and create a poster for a gallery walk.
to complete
analogies
Productivity -
students will be
required to stay
on task
Prerequisite Global Awareness (1):
knowledge and This concept is important to learn because environments can
skills needed (1): change at any moment. Species are important to the environment
Students know and can cause a positive or negative change. If a species leaves or
what adaptations dies off, the entire environment changes. Adaptations are acquired
are as well as by species so they can survive in their environment.
environmental
changes.
Teacher will
know that
animals or
species adapt so
they can survive
in their
environment.
Activity Description of Activities and Setting Time
1. Engage (3) The teacher will go through a google slide containing 5-10 min
pictures of cactus, zebras, dolphins, coyotes, and taste
buds asking questions in each slide.
What is the difference between the two cactus?
Why do you think one is bigger?
How do you know?
What do you see on the zebras?
What are they used for?
How do you know?
Can dolphins communicate? How?
How do they travel?
Where do you usually see coyotes?
What is their job?
How do you know?
What are these called?
How do taste buds work?
Can taste buds help you?
https://docs.google.com/presentation/d/1scHqVJsHj7fV
hf3TJO2rtJEPRX-
aOKLb0ERJduFxzdY/edit?usp=sharing
2. Explore (3) Students will work in partners and each be given a 10-15
different text from Science a-z about adaptations.
Students will take notes of important information read
to create a poster about their animal or plant. The
students will include its adaptations, why it adapted,
and 3 interesting facts they think their peers should
know. Students will then place their posters around the
room to create a gallery walk. Students will walk
around to each poster keeping track of adaptations in
each.
Students will be expected to use vocabulary words
used in the text and reference the adaptations book
they created before this lesson.
https://www.sciencea-
z.com/main/UnitResource/unit/10/life-science/grades-
5-6/adaptations
3. Explain (3) The teacher will create an anchor chart using the 5-10 min
students findings. One side will be the animal and the
other side will be any adaptations or important facts
students found. The teacher will begin a group
discussion on their observations of the posters. Were
there any similarities? Why do animals adapt? Can it
only be one animal or the entire species? The teacher
will discuss how animals acquire adaptations to survive
in their environment.
4. Elaborate/Extend (3) The students will work in groups with a scenario of 10-15
elephants who need adaptations. The following would
be presented on the doc cam.
The Elephant species is decreasing dramatically.
Elephants are being hunted for their ivory and need an
adaptation to stay alive. What adaptation would you
give elephants and why? Draw a picture.
When students are finished, the class will have the
opportunity to share their adaptations. Students will be
respectful as others are sharing and are allowed to
give positives.
5. Evaluate Students will complete a formal 10 question 5-10 min
(Assessment methods) assessment on a kahoot game about adaptations.
(3)
Tip: Identify methods https://create.kahoot.it/details/adaptations/6c412f0a-
as formal and/or 19c4-48a3-8d24-d45896bb946c
informal.
Tip: Try to have at Rubric: (could not get into a table)
least one formal Student correctly answers questions about adaptations
assessment per LP to on cahoot
collect data on student Correctly answers 8-10 questions:Meets requirements
Correctly answers 4-7 questions:Partially meets
understanding Correctly answers 0-3 questions:Does not meet
Tip: Always connect
your assessments to
the Daily Objective
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommo Struggling students AIG students
dations (2):
Differentiation: Differentiation:
1. ELL-student/s will be Students can be Students can include more than one
given notes in both paired with a higher adaptation on their elephants, compare
languages, visuals will performing student, two different adaptations and discuss
be given, paired with a sentence starters which one will be more effective and
partner, teacher will look students can be why
up translated words to given notes similar
benefit student/s to the anchor chart
2. ADHD- student/s will
be given more time,
verbal directions, notes
filled out
Materials/Technology (1): exit ticket, posters, markers, pencils, Science a-z texts,
computer
Reflection on lesson:
I think this lesson went very well. The students were very engaged through the group work
activity and coming up with their own adaptation for the elephants. The students were having a
hard time finding the adaptation of the animal in the text so I helped them decode the text and
elicit their thinking of why the animals adapted. I would have loved to have more time for
students to create final drafts of their posters of their animals including drawings and the
adaptation. On the other hand, the lesson took a lot more time than I thought it would. The
students spent a lot of time on the explore than I expected. The students struggled a little on
the analogy in the kahoot, but started to get a hang of it. I should have modeled an analogy
before the kahoot to ensure students understood the questions on the kahoot.
My CE was very helpful by giving me handouts to use and specific animals she wanted me to
focus on. She had me work in another classroom that no one used, so using technology
without a document camera or a smart board was difficult. I had to hold my computer close to
the students and in a specific way so all students can see. I was also given 6 students to work
with in my small group. Six students in a small group is difficult to teach and handle. I had to
use behavior management a little more than I expected. Overall, the students did very well
and surprised me in the elaborate with exceptional adaptations they made for elephants.
