How Endothermic and Ectothermic Animals Respond to Changes in Environmental Temperature

1. Bellringer Activity - Using the document “Endothermic and Ectothermic Brainstorming Activity” (found in the resources tab), students are to brainstorm what are natural ways their bodies react to changes in temperature. The teacher is to share the document with the students if students have digital devices and students are to write their responses on their individual document. If that is not possible, the students can answer the questions in their science journals. Students will share their responses with the class.
2. Students are to complete the K-W part of a K-W-L Chart using the document, “Endothermic and Ectothermic Animals K-W Chart” (This document is found in the resources tab.. Note: Do not use the K-W-L Chart document, as this will be used at the end of the lesson). If digitally possible, the teacher needs to share the document with each student, and they should answer the questions in the rows beneath each question on their document. The students will share their document with the teacher. If not digitally possible, the teacher can create a chart using large chart paper and write the students’ responses on it. 
3. The teacher should instruct the class about the essential question and go over the performance indicator. 
4. The teacher will now use the “Endothermic and Ectothermic Animals Presentation” (found in the resources tab) to provide instruction to the class.  This can be done in class, by a previously created video, or remotely.  During the presentation, students need to take notes on the differences between endothermic and ectothermic answers. The teacher should check for understanding by having the students share the differences between endothermic and ectothermic animals. The teacher should ask comprehension questions throughout the presentation to check for understanding. 
5. Assessment - The teacher should share digitally (if possible, but if not then the teacher can print it out and distribute to the students) the document “Endothermic and Ectothermic Assessment”(found in the assessment tab) with students. Students are to analyze the data and determine the type of animal (endothermic or ectothermic) based on the data. The student must also be able to justify their answer. There is an answer key provided in the assessment tab for the teacher to use to assess the students’ responses.
6. While the students are completing the assessment or before the next class meeting, the teacher should review the responses from the K-W chart that the students completed earlier.  Then, the teacher should insert many of the common answers in the corresponding rows on the document “Endothermic and Ectothermic Animals KWL Chart” (found in the resources). Then, the teacher should share this document with each of the students (digitally if possible, but if not this can be done using the same chart from earlier). The students will complete the table by sharing what they learned from the lesson. If there was any content the students wanted to learn about but was not answered in the class, students can research the answers and share them with the class in an extension activity. 
7. The teacher will ask the essential question to the class. The students can respond digitally or in their science journals. The students’ responses can be used as a guide to check for mastery. 

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 organization.

Endothermic and Ectothermic Assessment - https://docs.google.com/document/d/1YFcQ7w1cv8HkKeIa5N8ZP4FNUtq4u7Ucd4wpM1FBpEQ/edit?usp=sharing
 

Endothermic and Ectothermic Assessment Answer Key - 

https://docs.google.com/document/d/1z2RP_57SU6p5A-anDVV3okbPPJuj-Wop5qeStGeZK3k/edit?usp=sharing