Animal Defense, Movement, and Resource Obtainment

1. Bellringer - Students will brainstorm all the ways that animals defend themselves for five minutes and write it on their digital device or journal. Then, they will brainstorm all the ways that animals move and write it on their digital device or journal for five minutes. Then, they will brainstorm all the ways animals obtain resources and write them in their journal or digital device. (See resources for documents made with Google Docs. They are the 3 brainstorming documents. Teachers can make a copy or download it for their own use.)
2. Then, the teacher will have 3 shared documents (this can be used by Google docs or Microsoft Word, if possible. If your district does not have this capability, then a simple chart paper will suffice) entitled “Special Structures for Defense,” “Special Structures for Movement,” and “Special Structures to Obtain Resources.” Students will write one method on each of the respected documents. The students cannot repeat any of the same answers. (See resources for documents made with Google Docs. They are the 3 classroom activity documents. Teachers can make a copy or download it for their own use.)
3. The teacher will go over the list and see how many of the responses match the same ones covered by the SC Support Document (pgs. 61 and 62 on https://ed.sc.gov/index.cfm?LinkServID=5D51D664-CD1D-1DCA-F671A13E61317755).
4. The teacher will add any methods not listed from the students that are found in the support document onto the list.  
5. Students will then think of animals that utilize those methods listed by typing the name of the animal next to the way discussed. For example, if a student writes wings next to movement, the animal could be a bird. 
6. Students will watch the video, “Monarch Butterfly Defense” (https://scetv.pbslearningmedia.org/resource/41366e90-cc10-4d96-adfc-99219fc5f265/41366e90-cc10-4d96-adfc-99219fc5f265/) and list on their digital device or journal all the different defensive mechanisms and ways of movement the butterfly utilizes to survive. The teacher will review the answers given by the students. 
7. Culminating Activity - Students will choose a video from one of the following Knowitall series: “Nature Notes with Rudy Mancke” (https://www.knowitall.org/series/nature-notes-rudy-mancke) or “Short Takes with Naturalist Rudy Mancke” (https://www.knowitall.org/series/short-takes-naturalist-rudy-mancke). The students will then analyze a given animal to identify and explain how its adaptations allow it to defend itself, move, and obtain resources. The students can do this in the form of an essay or presentation using Google Slides or Powerpoint. See rubric in assessments for grading. (Note: additional research might be needed if the video does not cover all three of the required adaptations)
8. The teacher will review the essential question and students will answer the question in their journal or digital device to check for understanding. 

If you are using a cloud file storage system (Google Drive, Microsoft OneDrive, or iCloud), I would recommend having the students create a digital folder for this lesson to save their notes and student work. It will help with the organization.

Animal Adaptation Rubric - https://docs.google.com/document/d/1-qmCvUHPLn6djIVcc8c8RNhgN_3foXOhfxjgvYc4Iyc/edit?usp=sharing