ALEX Lesson Plan

HyperSlides are digital lessons/units that help students learn the material in a way that is engaging and inquiry-based. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades 3-5. Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis.

This Lesson Plan was created in partnership with the Birmingham Zoo.

Students

• Animal Adaptation HyperSlides 
• Computer lab, Chromebook, etc.
• Internet access
• Google Slides access
• Google Drawing or PBS Scratch Jr. (App) access
• Google Docs access
• Kahoot-Students will need to know how to log into a Kahoot game and play. 
• If students do not have access to technology: Post-it notes, paper, pencil, crayons or markers, scissors, assorted materials like glue, and construction paper. 

Teachers

• Teacher Guide for Animal Adaptations
• Chart paper/markers
• Computer lab, Chromebook, etc. 
• Internet access
• Google Slides access
• Google Drawing or PBS Scratch Jr. (App) access
• Google Docs access
• Kahoot-Teachers will need to know how to make a Kahoot quiz and run a game.
• Smartboard or way to project computer images
• Checklist for assessing habitats and arguments 

• Animal Adaptation HyperSlides
• Teacher Guide for Animal Adaptations
• Kahoot
• Google Docs
• Google Slides
• Google Drawing or PBS Scratch Jr. App
• Chromebook, laptop, or some sort of computer device
• Smartboard/Projector that can display HyperSlides

Before beginning this lesson, students should have some basic knowledge of how to use a computer or a Chromebook, as well as experience using Google Slides, Google Docs, and hyperlinks. While working through the HyperSlides, students will work to add text and follow hyperlinks to read nonfiction text and watch nonfiction videos. Students will also need access to PBS Scratch Jr. or Google Drawings to create a habitat. If students have not used PBS Scratch Jr. or Google Drawings, they may need an introductory lesson before starting the HyperSlides. Students will need to be able to use Google Docs to create an opinion piece of writing. 

Before beginning this lesson, the teacher should look through the teacher guide and the student HyperSlides to get the layout of the lesson and answer any questions about using HyperSlides with students. This lesson can be done as a whole group, in small groups, or independently. The optimal grouping situation would be small groups to increase collaboration, creativity, communication, and critical thinking. The whole group situation is only encouraged in a situation where students do not have access to technology.  

Before

Introduce or review standards with students. If this is the student's first time to be introduced to the standards, let students develop "I can" statements with your assistance.  

1. Write the full standard on chart paper or the board. Teachers can also type the standard in a Google Doc/Word document and display it on the board. For example: Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands). 

2.  Read the standard aloud to students. Ask students to tell about words they already know. Students will tell definitions of assorted words throughout the standard. The teacher can record these definitions next to the words on the chart paper.

3.  Using all the notes made on the standard, students and teacher should work together to develop the "I can" statement. Example: "I can give reasons with evidence of how an animal would survive given the available resources in a habitat."

During

1. The teacher should tell students that they will work together to complete a HyperSlides. The Teacher will introduce the Animal Adaptations HyperSlides by displaying the Animal Adaptations HyperSlides on the board/screen. You can also share the document with the students through this shortened link: https://goo.gl/kTe27S  

2.  The teacher will describe to students how they will be grouped to complete the HyperSlides: individually, in partners, or in groups of up to 3 students.   

3.  The teacher will walk students step by step through the HyperSlides to discuss features/assignments. 

      Slide 2: Guiding Question-Teacher can read this question with the students.  

The following slides will be completed by students individually or in small groups. The teacher will just show students specifics of how to use each slide, but not complete slides with students.  

      Slide 3: Show students how to click on the PBS Video that explains Survival in the Savanna.

      Slide 4: Chart to point out the behavior and physical adaptions of the cheetah. Explain how clicking on the picture of the cheetah will lead to a National Geographic article about the Cheetah. 

       Slide 5: Show students how to click on each animal to Hyperlink to facts about each one. Students will add physical or behavioral adaptations to the chart under each animal on the slide.

       Slide 6: Students will click on the giraffe to watch a National Geographic video about giraffe adaptations. Students will then click on the chart to add 3 to 5 thoughts from the video.

       Slide 7: Students will watch a PBS Video from the Wild Kratts about Animal Adaptations. After the video, students can work in PBS Scratch Jr. (incorporates coding in an app) or Google Drawings to make a virtual habitat for an animal that would showcase how animal adaptations the animal would use in that habitat. Students could use pen and paper to complete this creation task without access to PBS Scratch Jr. or Google drawings.  Work should be shared with teacher upon completion.

       Slides 8:  Students will use Google Docs or Google Slides, to create an argument, with evidence, to explain their animal’s ability to survive in their created habitat.  Work should be shared with teacher upon completion.

       Slide 9:  Reflection Page

       Slide 10: Students will create a question for a class Kahoot by entering a question onto the slide.  

4. Students will work through the HyperSlides or in small groups at their own pace until the Slides have been completed. It may take several class periods for students to complete the HyperSlides.  

During Activity for students that do not have access to technology, but teacher has a shared device.

1. Teacher should tell students that they will work together to complete a HyperSlides. The Teacher will introduce the Animal Adaptations HyperSlides by displaying the Animal Adaptations HyperSlides on the board/screen.  

2.  The teacher will explain to the students that the HyperSlides will be completed as a class.

3.  The Teacher will walk students step by step through the HyperSlides. 

      Slide 2: Guiding Question- Teacher should read question to students.  

      Slide 3: Watch PBS Video that explains Survival in the Savanna.

      Slide 4: Together, read over the behavior and physical adaptions of the cheetah. Explain how clicking on the picture of the cheetah will lead to a National Geographic article about the Cheetah. Teachers can print this article for students to read before showing the chart of the behavioral and physical adaptations. 

If lesson is being completed whole group, stop for the day and complete the reflection page on slide 9.

       Slide 5: Teacher can print biofacts from each animal at the zoo by clicking on the animal's picture. Students can work in small groups for each animal to determine physical or behavioral adaptations. Students will report to teacher findings about each animal to add physical or behavioral adaptations to the chart. 

       Slide 6: Click on the giraffe to watch a National Geographic video about giraffe adaptations. Students can record on post-it notes thoughts from watching the video.  Students will report thoughts to teacher to record on the slides chart. 

If lesson is being completed whole group, stop for the day and complete the reflection page on slide 9.

       Slide 7: Students will watch a PBS Video from the Wild Kratts about Animal Adaptations. Students will work to create a model of a habitat that illustrates how an animal and its habitat make up a system in which the parts depend on each other. Students can just draw this or they can create a 3D model using available materials. While building their animal and habitat, students will need to focus on the following questions from the slide: Does your habitat have basic materials such as sunlight, air, freshwater, and soil? Does your habitat have any produced materials such as food, fuel, and shelter?, and Does your animal have nonmaterial resources such as safety, instinct, or nature-learned behaviors?

       Slides 8:  After building their animal and habitat, students create an argument, with evidence, to explain their animal’s ability to survive in their created habitat. Students should be able to state their opinion, tell their readers why they feel that way, give readers 1 to 3 examples of why they feel that way, citing evidence of resources in the habitat, and restate their opinion as a closing.

       Slide 9:  Reflection Page-This slide can be printed for students to fill out independently. 

       Slide 10: This slide can also be printed for students to fill out. Students will create a question for a class Kahoot by entering a question onto the slide.  

4. Students will work to complete their habitat model and argument at their own pace until completed. It may take several class periods for students to complete.  

After

1.  At the end of each class period, Slide 9 can be used to reflect just at the end of the HyperSlides, or it can be used daily for reflection time. 

2. After several class periods, students will start completing their HyperSlides. Students can work on acceleration activities. These activities can be assigned in Google Classroom or you can share their direct links with students. 

3. The teacher can compile all questions on Slide 10 to create a Kahoot for students to answer each other's questions about animal adaptations.  

Formative Assessment 

While students are working on slides 7-9, make observations of their work with these points....

Slide 7: Students will create a habitat for an animal to showcase their animal adaptations. Things to consider when assessing:

1. Does the student's habitat have basic materials such as sunlight, air, freshwater, and soil?

2. Does the student's habitat have any produced materials such as food, fuel, and shelter?

3. Does the student's animal have non-material resources such as safety, instinct, or nature-learned behaviors?

Slide 8:  Students will use Google Docs or Google Slides to create Using Google Docs or Google Slides, to create an argument, with evidence, to explain their animal’s ability to survive in their created habitat. Things to consider when assessing:

1. The student states an opinion of how their animal would survive in their created habitat.

2. The student is able to give multiple reasons with evidence to explain their animal's ability to survive in the created habitat.

3. The student uses linking words. 

4. The student is able to restate his/her opinion as a closing.

Slide 9:  Reflection Page-Assess items that students discovered and interesting facts. Use questions that students still have to encourage research into finding answers to extend the lesson further. 

Slide 10:  Students will create a multiple-choice animal adaptation question for a class Kahoot for information about animal adaptations. Observe student questions and answers for the understanding of animal adaptations.  

 Summative Assessment

Slides 7-8: Teachers can use slides 7-8 for summative assessment when the HyperSlides have been completed. The teacher can use this checklist for assessment.  To have fully mastered the standards, students should be able to demonstrate each of the items on the checklist.  Teachers can also provide feedback to students on how the task can be improved for re-submission.

Slide 10:  Students will create a multiple-choice question for a class Kahoot for information about animal adaptations. Use these questions to create a class Kahoot to assess student knowledge of animal adaptations. The Kahoot game allows students to use multiple-choice questions in a game form. If Kahoot is not an option, the teacher can compile all student questions in regard to the standards and create a test to print and copy. 

Pose this STEM/STEAM activity: 

Essential Question: Can you make an adaptation similar to how animals have adaptations to help you get a cup that is out of your reach? Be ready to explain to others how it is like an animal adaptation.

Materials:  straws, paper, foil, string, craft sticks, pipe cleaners,  tape, and paper plates. You will also need plastic cups for the students to grab.

Activity: After completing the animal adaptation lessons with the class, give the students this challenge to make an adaptation tool that can help them get a cup out of their reach. Make a line on the floor or make a mark of some sort to determine the location where students will stand. Place the cups out of reach from that line. The students can use any of the materials listed (plus any that you think of) to create the tool. Students may work individually, with a partner, or in a group. You can add to the challenge by moving the cups or changing the cups to a different object that is not as easy to move.

• If students need extra assistance in completing slides, students should be allowed to either work in a small group setting or with a peer helper.  
• Google Docs offers voice dictate for anyone needing assistance with typing things to be inserted into Google Slides.
• Students needing assistance in completing in a timely manner can be assigned checkpoints in completing the HyperSlides as needed.  
• Quizlet to practice Animal Adaptation Vocabulary: https://goo.gl/5AxAc9  Quizlet is a website that helps students to practice vocabulary through games, flashcards, writing, and spelling. Students can also take a test on Animal Adaptation words.