The document contains two lesson plans about teaching adaptations to students. The first lesson plan focuses on reading the book "Why" aloud and having students identify facts versus opinions. It also includes drawing an animal and writing a fact. The second lesson plan teaches about adaptations through a video, examples of animal adaptations, and having students complete a chart with adaptations and effects. Both lessons assess student understanding of adaptations and differentiate between facts and opinions.

1. “WHY” Lessonplan BY: HeatherHancock
LessonStandard RI.4.5
LessonObjective Afterlisteningto the book,“Why,”theywill be
givena piece of paper/pencil/coloringpencils,and
the learnerswill be able totell factor fiction,write
a fact about an animal the studentchooses onthe
firsttrial.
Assessment -Oral responsesduringreading
-Studentwritingassessmentcontainsatleastone
fact
Materials The book,“Why,” by LilaPrap,a piece of paperfor
each student,and pencils.
Introduction -AttentionGrabber:Today we are goingto read
thisbookand findoutsome facts aboutanimals
because afterwe readwe will be drawingourown
animalsandwritinga fact aboutthe animal of your
choice. But before we startreading,let’ssee if you
guyscan guesswhatanimal Idrew!
-Before we startthough,can youguys tell me who
the author isand whatsettingyouthinkthisbook
isgoingto be in?
-Alsotalkaboutthe differencebetweenfactand
opinion.
Modeling - Share withthe students the picture of the animal I
drew,alongwiththe fact that I knew aboutthe
animal.
-Letthemknow that at the end of thisbook,we get
to colorour own animal,andshare a fact withthe
restof us of what theyknew aboutthatspecific
animal.
-First,show themthe coverof the book. Go over
whothe author is,and whatsettingtheythinkthis
bookis in.(jungle,Sahara,zooetc.)
-Go throughthe firstfew pagesof the book,for a
picture walk. Askthemwhatkindof animal they
are and askif theyknow any facts of that animal on
top of theirhead.
-Whenstartingto readthe book,letthembe
engagedduringthe reading. Talkaboutfact and
opinionforeachanimal andhave themsee the
difference.Explainthatthisisthe fact,and that is
an opinion.
-Give

2. Adaptations Lesson Plan
Learning Standard RI.3.1
Learning Objective Afterlisteningtothe bookandgivena 4-column
chart, the studentwill filloutthe adaptationsand
effectswith 80% accuracy.
Assessment -Scoredadaptationschart
- Studentcorrectlyidentifyadaptationsandhave
an understandingof it
-Studentswillcorrectlyidentifythe effectsof the
adaptations.
Materials Pencil,chartworksheet,computer/YouTube
Introduction -Todaywe are goingto learnaboutadaptations.
-Doesanyone know whatadaptationsare?
-Go overthe meaningof adaptationsif none of the
studentswasclearaboutwhat adaptations
meaningwas.
-Expectations:Tounderstandwhatadaptationsis
and be able to show that theyunderstooditby
fillingoutthe chart.
- -Okay,well now we are goingto watcha
YouTube videoonadaptations
http://www.youtube.com/watch?v=YX8VQIJVpTg
-Review:Gooverthe vocabularyfromthe book
“Why” by LilaPrap. (Predators,scarce,mane,
vestigial legs) andthe animalsthatthey
rememberedfromthe book.
Guidedpractice Usingthe book,“Why,”read to the studentsout
loud,andduringthe book before Iread the actual
fact ask themif theythinkitistrue or not.
-Alsoformfactor opinionprovidingcontextor
verbal cues
- While readinggoovervocabularywords
throughoutthe bookand letthemtalkaboutthe
meaning.
(predators,scarce,mane,vestigial legs)
-Afterreadaloud,show the studentsyouranimal
and share fact again.
Independentpractice Now youget to draw your ownanimal!But you
have to make sure it isnot an animal fromthis
book. Thenwrite downa fact that youknowabout
the animal and we will share withthe classwhen
we are all done.
Closing Standon a square bythe door so we can give you
your stickersfordoinga greatjobin listeningtoday

3. Modeling -Share otherfunfacts withthe studentsabout
animalsthatwere notin the book,“Why.”
-Forexample:Didyouknow thatgiraffescame in
varietyof necksizes.
-Discusswiththe studentswhytheythinkgiraffes
didnot survive inthe wildernessif theydidhave
shorternecks.
-Have themdiscusswitha partnerfirst,then
discussas a class.
-Afterdiscussingof whatthe studentsthought,
describe tothemwhatadaptationsare.
Adaptations are actionsandbody partsthat helpa
livingthingsurviveinitsenvironment.
-Start thinkingof otheranimalsadaptations
(rhinos, camels, giraffes, lions,walruses,monkeys,
elephant)
-Talkabouttheiradaptations
Rhinos:horns
Camels:hump
Giraffes:longneck
Lions:Mane
Walruses:Whiskers
Monkeys:Tail
Elephant:trunk
Guided Practice -Give the studentsthe chart,and go overthe first
animal withthem. Example:animal=giraffe
adaptation=longneckeffect: Caneatleavesintall
trees(the partsof plantsotheranimalscan’t
reach) and thendraw a picture of the animal to
helpthemremember.
Independent Practice -Have the students workonthe restof the chart
themselves,walkaroundtoansweranysortof
questionsif needed.
Closing Standon a square bythe door so we can give you
your stickersfordoinga greatjobin listening
today

4. ADAPTATIONS CHART Name_________________________ Date__________
ANIMAL ADAPATATION EFFECT PICTURE OF ANIMAL
Giraffe Long neck Can eat leaves in tall
trees (the parts of plants
other animals can’t
reach)
Rhino
Camel
Lion
Walruses
Monkey
Elephant
Bird
Porcupine
Dolphin