Lesson Plan : Fashion a Fish

Teacher Name:
 Eduardo Rivera
Grade:
 Grade 4
Subject:
 Science

Content:
 Subject Areas: Science, Expressive Arts, Environmental Education Key Vocabulary: adaptation, coloration, camouflage, habitat
Goals:
 Understand the reason for the existence of several types of species of animals. Be able to link their special traits, their adaptations, directly to their survival in their own habitat.
Objectives:
 Students will (1)describe adaptations of fish to their environments, (2) describe how adaptations can help fish survive in their habitats, and (3) interpret the importance of adaptation in animals.
Materials:
 Five cards are needed for each adaptation; mouth, body shape, coloration, reproduction; art materials; paper
Introduction:
 Will begin by asking what it is meant by "adapting" to one's surroundings. If no reply, I will ask about human physical characteristics that make it easier for us to adapt to various environments; walk up-right, ability to grasp things and to climb (opposable thumb), our ability to cultivate plants, make tools for hunting and to build shelter.
Development:
 1-Assign students to make a drawing of an animal that has a special adaptation. For example, giraffes have long necks for reaching vegetation in tall trees, while owls have large eyes that gather light and aid with night vision.
Practice:
 Conduct a group discussion on the value of different kinds of adaptations to animals. Collect the students' drawings of adaptations and categorize them into the following groups: -Protective coloration and camouflage, -body shape or form, -mouth type or feeding behavior, -reproduction or behavior, and -other (one or more categories the students establish, in addition to the four above).
Accommodations:
 1. Take an adaptation card from any category, and find a real fish with that adaptation. 2. Look at examples of actual fish using books or illustrations. Describe the fish and speculate on its habitat by examining its coloration, body shape and mouth.
Checking For Understanding:
 Ask each group to report on the attributes of the fish they designed, including identifying and describing its adaptations. Ask the students to describe how this kind of fish is adapted for survival.
Closure:
 Ask students to make inferences about the importance of adaptations in fish and other animals.
Evaluation:
 1. Name two fish adaptations in each of the following categories: mouth and feeding, shape, coloration, and reproduction. Then describe the advantages of each of these adaptations to the survival of the fish in their habitats. 2. Invent an animal that would be adapted tolive in your community. Consider mouth, shape, coloration, reproduction, food, shelter and other characteristics. Draw and describe your animal.

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