Animal Defenses
April Ashmore and Alex
Gayler
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Elementary Science Methods Home |
5E Lesson Plan # 2: Defenses of Animals that Live Today
AUTHOR'S NAME: April Ashmore
TECHNOLOGY LESSON (circle one): No
DATE OF LESSON: Thursday
LENGTH OF LESSON: 50 minutes
NAME OF COURSE: 1st grade Science
SOURCE OF THE LESSON:
Echols, J. C. (1986). Animal defenses: Teacher’s guide. Berkeley, CA: Lawrence Hall of Science.
SCIENCE TEKS ADDRESSED:
1.2(A) Ask questions about organisms, objects, and events.
1.6(A) Sort organisms and objects according to their parts and characteristics.
1.9(A) Identify characteristics of living organisms that allows their basic needs to be met.
1.9(B) Compare and give examples of the ways living organisms depend on each other for their basic needs.
CONCEPT STATEMENT:
A predator is an animal that hunts prey in order to survive in the world. A prey is an animal that is hunted by a predator. Students will recognize characteristics of defense mechanisms the animal may have, both physical and behavioral.
Wikipedia. (2009). Predation. Retrieved June 18, 2009, from http://en.wikipedia.org/wiki/Predation
PERFORMANCE OBJECTIVES:
Students will be able to:
- Identify the defensive structures and behaviors that animals use to protect themselves;
- Demonstrate their knowledge of the predator-prey relationship through dramatic play.
- Demonstrate their knowledge of the defensive structures of a defenseless animal through dramatic play.
RESOURCES:
For class:
SAFETY CONSIDERATIONS: No significant concerns
LESSON:
ENGAGEMENT |
Time: ____15 minutes____ |
|
What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
Read A House for Hermit Crab |
1. What defenses did you see in the book? 2. Were there any defenses in the book that were similar to what dinosaurs have? |
1. [Spikes, Shells, claws] 2. [Spikes, Teeth] |
EXPLORATION |
Time: ___10 minutes_____ |
|
What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
Have each student use the toy animals to act out the defensive behavior as you talk. |
1. What would this animal do to defend themselves? |
1. [Growls, Bites, Runs away, Sprays, Stings, Flies away, Hides, Plays dead, Scratches] |
EXPLANATION |
Time: ___10 minutes_____ |
|
What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
Gather students on the floor in a circle. Review dinosaur defenses, and that many animals nowadays have defenses similar to dinosaurs. Select a toy animal/picture of animal from the paper bag, and discuss what defenses that particular animal has. |
1. What are some of the defenses you remember dinosaurs have? 2. What are some of the defenses this animal has on its body? 3. What are some of the defenses this animal do in order to protect themselves? |
1. [Claws, Teeth, Horns, Spikes, Flies away, Run away] 2. [Teeth, Claws, Wings, Shell, Odor glands, Spines, Tail, Stinger] 3. [Growls, Bites, Runs away, Sprays, Stings, Flies away, Hides, Plays dead, Scratches] |
ELABORATION |
Time: __5 minutes______ |
|
What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
Ask question relating to the students’ own defenses. |
What are some of the ways you protect yourselves? |
[Kick, run away, cover eyes] |
EVALUATION |
Time: ___10 minutes_____ |
|
What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
Students can create scenarios with their defended animals made or toy animals, which will illustrate to the teacher if the students comprehend animal defenses and how they use it. |
1. Why did you do that (what student did for animal to defend itself)? 2. Is this animal a predator or prey? |
1. [Because this animal has (particular physical defense), so he (behavioral defense).] 2. [Predator/prey] |