Plant Adaptation Lesson Plan

Rachel Ann MacAdam
March 29, 2014
Lesson Title: Plant Adaptation in the Sonoran Desert

Terminal Objective: SWBAT draw a picture of and describe the specific adaptive traits of a desert plant of their
own design using their knowledge of abiotic and biotic factors within the Sonoran Desert ecosystem.
Content Standard:
4th Grade General Science
Next Generation Science Standards
http://www.nextgenscience.org/4ls1-molecules-organisms-structures-processes
4-LS1-1 - Construct an argument that plants and animals have internal and external structures that function to
support survival, growth, behavior, and reproduction.
Language Standard:
Arizona English Language Proficiency Standards
http://www.azed.gov/english-language-learners/files/2011/09/stage-iii-listening-and-speaking-domain.pdf
ELL: III-LI-5 - responding to academic discussions by asking questions and sharing ones view on facts, ideas
and/or events using academic vocabulary.
Time
5 Min
Task Analysis
(Sub-Objectives w/ Bloom)
SWBAT list or draw what they
know about desert ecosystems.
Blooms Level: knowledge

SWBAT distinguish between
abiotic and biotic factors within
10 Min the Sonoran Desert ecosystem.
Blooms Level: comprehension
SWBAT write and draw
observations of Sonoran Desert
Teaching Strategies
Bell Work: Chalk Talk Activity - On the
large white board students draw pictures
or write words or phrases about what they
know about the desert ecosystem.
Poster Review: Using a poster created
during a previous class we will review
abiotic and biotic factors that exist in the
Sonoran Desert Ecosystem.
Field Study: In their journal students will
draw pictures and write observations
Active Student Participation

(Check for Understanding)
Students write or draw pictures on the
white board depicting what they recall
about the Sonoran Desert Ecosystem.
Students will help the teacher highlight
key pictures and phrases from the chalk
talk activity that correspond to biotic or
abiotic factors in the Sonoran Desert
ecosystem.
Students will draw and write observations
about Sonoran Desert plant species that
15 Min plants highlighting specific
traits that help them survive in

this environment.
Blooms Level: application
SWBAT argue why they believe
certain adaptive traits to be
5 Min crucial to that plants survival in
the Sonoran Desert ecosystem.
Blooms Level: analysis
SWBAT draw a picture of and
describe a desert plant of their
own design including specific
20 Min
adaptive traits that help it
survive in the Sonoran Desert.
Blooms Level: synthesis
SWBAT summarize in writing
what they learned in the lesson
by answering 3 written
5 Min prompts.
Blooms Level: knowledge
about desert plants they encounter

outside.
they encounter. They must highlight traits

that they believe contribute to the survival
of that species within the Sonoran Desert.
Debrief: As a class we will discuss our

findings from the field study activity.
Using their white boards students will

write down the specific adaptive traits
they observed and share with the class
why they believe these to be essential for
the survival of that species.
Students will create their own species of
plant and support their design by
explaining why they chose to include the
specific adaptive traits. Each student will
have a chance to share their design and
explanation with the class.
Students will write a summary of what
they learned in class today by answering
three prompts. They will turn this into the
teacher at the end of class.
Species Creation: Using what they have

learned in class students will create a
drawing and description of a desert
adapted plant of their own design.
Closure Activity: Exit Ticket - On a

separate piece of paper to be turned in
students will write:
1.) One thing they leaned today.
2.) One thing that surprised them.
3.) One question they still have about
the subject.
Homework (if applicable): N/A
Materials Needed: Journals, pencils/pens, colored pencils, large white board, small white boards, dry erase markers, blank
paper, poster with abiotic/biotic description, access to outdoors, power point presentation.
Notes on the Lesson: This lesson is to be taught after a lesson on abiotic and biotic factors within ecosystems. Students
already have an understanding of this subject that they can use to build upon during todays lesson. If this were part of a longer
class or multiple day class students would be asked to construct a model, rather than a picture of their species to present to the
class along with a more formal description of their species that can be displayed with the model.

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Rachel Ann MacAdam

March 29, 2014

Lesson Title: Plant Adaptation in the Sonoran Desert

Blooms Level: knowledge

Active Student Participation

15 Min plants highlighting specific

traits that help them survive in

Blooms Level: knowledge

about desert plants they encounter

they encounter. They must highlight traits

Debrief: As a class we will discuss our

Using their white boards students will

Species Creation: Using what they have

Closure Activity: Exit Ticket - On a

Homework (if applicable): N/A

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