Lesson Steps (Lesson content, structure, strategies & Key Questions):
Talk about the different features, as described on the screen. Display my ‘wild self’ on interactive whiteboard’ ( ). I want you to meet someone very special - my ‘wild self’. LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Comments by classroom teacher, HOPP, supervisor: Teacher self-reflection and self-evaluation: LESSON EVALUATION (to be completed AFTER the lesson)Īssessment of Lesson Objective and Suggestions for Improvement: This will give them more time to create their ‘wild self’. If a group finishes the task early, they can pair up and begin planning for the ‘wild self’ activity (think of an environment and what features would be needed to survive in that environment). If a group is finding the task too difficult, I will prompt them about certain features to focus on (e.g. Provision for Learner Diversity/Educational Risk: Pictures of a fish, elephant and tiger on file.ġ8 pictures of animals (not listed above) on A4 paper. Teacher’s Prior Preparation/Organisation:Ĭreate my own ‘wild self’ using ‘Build your wild self’ website.
LAO9 - Life and Living: Students understand their own biology and that of other living things, and recognise the interdependence of life.īased on Curriculum Guide/Elaborated Curriculum Guide, DET Syllabus or RE SyllabusĪs a result of this lesson, students will be able to:Įxplain how living things have adaptations that help them survive by recording their answers on the worksheet provided and creating a representation of their ‘wild self’ that suits the environment for which it was made.ĭistinguish the differences between different animals’ special features by providing 3 examples on the worksheet provided.ĭemonstrate their ability to work collaboratively by actively participating in group work. Overarching Learning Outcomes: 1 2 3 4 5 6 7 8 9 10 11 12 13 Indicate Value/s to be taught: 1 2 3 4 5 Indicate Value/s sub-points: 1.1, 1.3, 1.4, 5.4 Lesson Topic: Animal Adaptations - Part 1: Introduction Students are familiar with using iPads for previous research- based activities. In year 4, students explored some of the “special features” of organisms. Just like a spoiler on the back of a race car.Lesson plan school of education lesson organisation It helps keep your balance when you're running. Siberian Tiger Tail- Your Siberian Tiger tail is a four-foot-long aerodynamic masterpiece. Males use them in courtship displays by flapping their wings to make back flashes that attract the ladies. SO your frog legs will never be on the dinner menu.Ĭhilean Flamingo Wings -Your Chilean Flamingo wings have dark feathers on their underside.
#WWW BUILD YOUR WILD SELF COM SKIN#
Tomato Frog Legs- Your skin can release a toxic glue-like secretion that protects you against hungry predators. They help you cling to trees and climb vertically anywhere you want. Green Tree Frog Arms- Your sticky fingers are actually giant tree frog toe pads. Every year reindeer shed their antlers in the spring and summer.Īfrican Wild Dog Ears- Your African wild dog ears are big so that they can give off heat and keep your body cool.Īnaconda Snake Tongue- Now you can smell with your tongue! Your forked anaconda tongue collects odor molecules from the air and brings them back in the tiny grooves in the roof of your mouth, letting you "taste" the air. Reindeer Antlers-Your reindeer antlers won't stick around for long.
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