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Animal Defenses

April Ashmore and Alex Gayler

Description
Concept Map
Assessment Plan
Rubric
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Lesson Plan 1
Lesson Plan 2
Orientation Video
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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:

  • A House for Hermit Crab
  • toy animals
  • 1 large paper bag
  • large color illustrations from dinosaur books
  • 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]