Properties Title: Type: Subject: Grade Range: Description: Duration: Author(s): Metaphorical Expression Lesson Plan Science Third 60 Minutes Ally Goldman Instructional Unit Content Standard(s)/Element(s) Content Area Standard S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed. TAG Standard Creative Thinking & Creative Problem Solving Skills 7. The student uses analogies, metaphors, and/or models to explain complex concepts. Summary/Overview The focus of this lesson is to give students the opportunity to develop new insights and provide powerful explanations of the characteristics of a plant or animal s habitat, what basic needs a habitat provides a living thing, and the potential dangers outside sources can create on a habitat. Enduring Understanding(s) At the end of this lesson the student will understand that Animals and plants live in habitats that provide them with all of their basic needs. Animals and plants have adaptations that help them survive in their habitats. Environmental factors can affect an animal or plants lifestyle in habitats.
Essential Question(s) What are animals and plants basic needs? What is in a habitat that supports life? How do habitats affect living things? Why are there different habitats in Georgia? What are adaptations? What could happen to animals and plants if a habitat is changed? Evidence of Learning What students should know: Different organisms live in different areas in Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean). Animals have certain features which allow them to live and flourish in different regions of Georgia. Plants have features which allow them to live and flourish in different regions of Georgia. Organisms interact with one another in many ways including providing food that helps create a habitat. Harmful effects of pollution impact habitats. It is important to protect the environment from pollution. It is important to protect the environment from large energy changes. What students should be able to do: Uses direct analogies and personal analogies to explain the benefits of habitats and adaptations on living things. Suggested Vocabulary Habitats Survive Plants Animals Basic Needs (Food, Water, Shelter, Air) Adaptations Deforestation Pollution Procedure(s) Phase 1: Hook 1. Students will participate in a Carousel Brainstorming Activity with Mental Stretchers to get students thinking in figurative language. Students will inspect the question posed at each station, develop/record all ideas, and rotate to expand ideas at another station. 2. After discussing the mental stretching questions, the teacher will introduce the three types of metaphorical expressions experienced by the students: direct analogies, personal analogies,
and compressed conflict. The teacher will state the following to students: Today in science we are going to learn a new concept using these three types of metaphors. Phase 2: Examine the Content 3. Set the Scene: The instructor will ask students: If you re hungry or thirsty, what do you do? If you re tired, what do you do? If the weather is bad outside, what do you do? Where do you go to get the basic needs of life that helps keep you healthy and survive? 4. Pose the Essential Question. What is in a habitat that supports life? How do habitats affect living things? How is our essential question connected to our discussion and your daily routine? 5. The teacher will show the students the BrainPop.com video on Ecosystems.The teacher will point out that an ecosystem is located in a habitat, where different animals and plants live to get all of their basic needs and help one another survive. Each student will make a list of what their ecosystem or habitat is made up of, and what needs they must have to survive. Upon completion, the students will share their responses with a partner. 6. The students will then receive a tablet or computer and be paired up with a partner. The students will watch the video Plant Adaptations on BrainPopJr.com. While watching, the students will complete organizer and take notes on the different types of adaptations seen in the video. 7. With the same partner, the students will read the article Animal Adaptations. After reading, the students will then take what they learned about plant and animal adaptations, and complete comparison organizer to explain how adaptations help both plants and animals survive. Phase 3: Analogies 1. Direct Analogy: Students will answer the first type of analogy by answering the following question: How is an adaptation like a costume? In groups of 4 record how they are alike and different using the visual organizer. 2. Personal Analogy: Students will compare themselves to a plant or animal adaptation. Individually record analogy for being an adaptation, and why they are important. 3. Compressed Conflict: Students will answer the following analogy: How can you be protected and in danger at the same time? Phase 4: Synthesis Activity 4. Candidates will generate another direct analogy by completing the following sentence: A plant or animal adaptation is like a. Give at least 2 comparisons of what an adaptation is like. Summarizing Activity Exit Ticket: Are all of the basic needs of plants and animals necessary for survival? Explain your reasoning.
Resource(s) Technology: Ecosystems https://www.brainpop.com/science/ecologyandbehavior/ecosystems/ Plant Adaptations http://www.brainpopjr.com/science/plants/plantadaptations/ Article: Kissner, E. From Bird Beaks to Fish Fins: Animal Adaptations. http://www.kyrene.org/cms/lib2/az01001083/centricity/domain/1504/02animal%20adaptatio nsarticle.doc Handouts: Handout 1: Mental Stretchers Handout 2: Animal Adaptations article Handout 3: Content Organizer (Plant and Animal Adaptations Note Taker) Handout 4: Direct Analogy Organizer Handout 5: Personal Analogy Organizer ***Handout 6: Compressed Conflict Organizer (Extension for those students who need) Handout 7: Synthesis Activity Handout 8: Exit Ticket Mental Stretchers 1.) How is food like love? 2.) If you were a color, what would you be, and why? 3.) Would you rather live alone in a habitat or with a pack? Explain. 4.) What is something that is strong but also weak?
From Bird Beaks to Fish Fins: Animal Adaptations A hummingbird has a long, thin beak. A red-tailed hawk has a sharply hooked beak. A woodpecker has a strong, sharp beak. Why do these birds have such different beaks? Baby painted turtles can live through a cold winter by super-cooling their blood. Monarch butterflies migrate every fall to spend the winter in warmer weather. Why do these animals do this? Some fish have large mouths. Others have jaws that stretch out on the bottom. Why do fish look like this? It s All About Adaptations An adaptation is a feature that helps an animal to survive. Adaptations can help animals stay alive in a certain kind of environment. An adaptation can help an animal to find food. An adaptation can help an animal to raise its young. An adaptation can even help an animal to escape from a predator! The shape of a bird s beak is an adaptation. Each kind of bird beak helps the animal in a different way. The long, thin beak of the hummingbird helps the bird to sip nectar from flowers. The sharp, hooked beak of the red-tailed hawk helps it to catch and eat prey. And the sharp, strong beak of the woodpecker helps it to drill into trees to find catch insects. The shape of a fish s mouth is an adaptation, too. A large mouth can help a fish to surround its prey. A jaw that is longer on the bottom can help a fish to catch prey from below. The way that animals survive the winter can be an adaptation. Baby painted turtles super-cool their blood so that they can survive freezing temperatures. Monarch butterflies go south so that they do not die in the cold weather. Adaptations are all around us. In fact, adaptations are what allow animals to live in places all over the world. E. Kissner http://www.kyrene.org/cms/lib2/az01001083/centricity/domain/1504/02animal%20adaptations Article.doc
Content Organizer Plant Adaptations Animal Adaptations How do they help plants and animals in their habitats?.
Direct Analogy: Identify the similarities and differences between adaptations and costumes. In groups of 4 record how they are alike and different using the visual. Adaptations Costumes Comparisons
Personal Analogy Adaptations Pretend that you are an adaptation, and answer the following questions as if you were that green plant. What do you look like? How do you react when your habitat has changed? What do you do when danger is near? What would happen to you if you didn t exist? Write a paragraph, poem, or song in as the point of view of a plant or animal with an adaptation.
Compressed Conflict Habitats List five important needs that can be found in a habitat that help plants and animals survive. 1. 1. List 5 examples of environmental factors that could cause someone or something harm. 2. 2. 3. 3. 4. 4. 5. 5. Create a compressed conflict based on the list of words above. How can you be protected and in danger at the same time?.
Synthesis Activity Generate another direct analogy by completing the following sentence: A plant or animal adaptation is like a. Give at least 2 comparisons of what an adaptation is like. 1. 2.
Name: Exit Ticket Are all of the basic needs of plants and animals necessary for survival? Explain your reasoning.. Name: Exit Ticket Are all of the basic needs of plants and animals necessary for survival? Explain your reasoning..