Purpose of Lesson:
The purpose of this lesson is to set up the problem for the students and get the beginning organization prepared so that students can be successful tomorrow.
Major Strategies to Watch for:
1) Checklist/Rubric- Joint construction of a checklist that can be easily expanded into a rubric.
2) Taped Focus lesson- Using a taped focus lesson when computers are in the room allows me to break away from the computer and help students.
Learning Goal: Use research skills to identify adaptations on a variety of animals and plants.
Opening Question: Do you think plants have adaptations as well? Why or why not?
This is a question I ask simply to tease the kids a little. I want them to consider making their movie projects about plants as well as animals.
Students record their opening question on their learning goal sheet and are ready to start class 3 min after the bell has rung. I reward students who get started early with ROCK STAR SCIENTIST tickets.
This is a great student made video that shows several adaptations on three different animals and explains the purpose of each adaptation in helping the animal survive. I love this video because it is student work but is obviously really well done. I tell the students that we are going to be making similar video products and to watch this as a model for our work.
After the movie I have the students tell me what they noticed about the film and how the film got across it's point. Today the students noticed that
-They defined adaptation
-They showed many examples
-They explained each example
-They used pictures appropriately to help understanding.
The purpose of this section is to set the students up with the problem statement and give them the clarity they need to tackle the task. Today, the problem statement is:
Choose an animal or plant to research. What structural adaptations does this organism have to help it survive? Describe at least three adaptations and explain the purpose as each relates to survival.
This problem statement is deliberately open. The student gets to choose the organism and which adaptations to highlight. It is not enough to simply state the adaptation, they have to connect that trait with survival. For the purpose of this unit and being able to focus on inheritable traits, I am asking the students to focus on structural adaptations.
The first thing the students are going to want to do is open Animoto and start playing. For the MAJORITY of students this is a catastrophic mistake. (See the reflection of this section for the exception to this rule) The students FIRST need a chance to get their research and organize their thinking. I first ask the students to choose a biome. I put a list on the board and assure the students that they can change their minds later.
Then I let the students access the biome animals and plant lists online. This is ridiculously easy in this day and age! Students simple google, "Plants and animals of the Rainforest." I give them about 7 min to surf and then ask that they choose an organism. Again, it is important to let the students know that they are not locked into a choice.
I hand out this graphic organizer and ask the students to start to research their organism. They need to find three adaptations that help it survive. Adaptations can be structures that help the organism eat, hide, mate, stay warm, stay cool, and so on.
Now that students have the FACTS they need about their organism they need to think about the overall story they are going to be telling on their animotos. A great place to start storytelling is to push the students to tell a story. I ask them to turn to their partner and describe the organism they chose and its adaptations.
Then I bring the whole group back and ask the question, "What is important to tell in your story?"
Today the students quickly came up with:
I added in...
The great thing about this discussion is that we have just built a simple lesson checklist. It is very simple to take this checklist and expand it into a rubric that is owned by the class community. When the students use the rubric they will remember that they are the ones that produced it and they will be more likely to read and follow it!
Below is a video that shows how to turn the checklist into a rubric. The rubric is attached to this section.
Finally, I have the students begin to get their pictures saved in a folder on their computers. I like using google images for this. It is amazingly fast and simple. It a short amount of time students can have many pictures and are ready to begin the task the next day. The video below is a focus lesson that I play on the projector as I walk around to students and help with computer issues.
Closing Statement: Today we got our project planned out and organized. Tomorrow we will begin putting our movie together.
Closing Question: When you think about tomorrow, how are you going to make your movie interesting to others?
Closure depends greatly on timing and is not as easy to plan in advance as opening. You can find more information about how I manage closure here.