website: http://jguizzo.weebly.

com/

Student: Jill Guizzo Professor Maria Esposito

Course: EDU 504 Date: 11/30/17

Grade 3 Topic: Camels: Desert Dwellers Content area: Science

INSTRUCTIONAL OBJECTIVES:

After learning about how camels survive in the desert and have adapted to the extreme heat and

lack of consistent water supply, students will be able to answer five short answer questions with

100% accuracy.

NYS STANDARDS AND INDICATORS

Science: Performance Indicator 3.1: Each animal has different structures that serve different

functions in growth, survival, and reproduction.

the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink

eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their

surroundings

claws, shells, spines, feathers, fur, scales, and color of body covering enable some

animals to protect themselves from predators and other environmental conditions, or enable them

to obtain food

some animals have parts that are used to produce sounds and smells to help the animal

meet its needs

 the characteristics of some animals change as seasonal conditions change (e.g., fur

grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes

as the seasons change)

Indicator: Students will learn about the camels adaptations to the hot and dry desert

environment by studying their physical traits.

Next Generation English Language Arts Learning Standard 6: Acquire and accurately use

general academic and content-specific words and phrases sufficient for reading,writing,speaking,

and listening;demonstrate independence in gathering and applying vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

Indicator: Students will utilize accurate scientific terms when speaking and writing

about

camels.

INSTRUCTIONAL RESOURCES:

12 Gallon tub: https://www.target.com/p/plastic-storage-tub-large-navy-pillowfort-153/-

/A-51609103#lnk=sametab

Plastic bottles (1 per student, from recycling bin)

Tap water

Students assigned Chromebooks

 Blank graphic organizer (Handout 1)

SMARTboard

Youtube: https://www.youtube.com/watch?v=eWmhdWQzpiE

MOTIVATION:

At the beginning of lesson, students will be presented with a bottle filled with tap water. Each

child will come and empty their bottle onto the 12-gallon plastic tub in the front of the room. We

will begin the lesson speaking about water, and how the camel can consume 4 to 5 of this kind of

tubs of water at one time.

DEVELOPMENTAL PROCEDURES

1. (3 minutes) Teacher will start with water lesson so students can visualize how much a camel

can drink at one time.

2. (2 minutes) Teacher will show the video on YouTube:

https://www.youtube.com/watch?v=eWmhdWQzpiE

3. (25 minutes) Teacher will introduce the lesson, stating that we are learning the ways in which

camels bodies are specifically built for desert living. Upon handing out the blank graphic

organizer, teacher will put a copy on the SMARTboard and complete it in realtime with the kids,

so that they can fill in their notes with guidance. Teacher will introduce the following facts about

camel adaptation:
 Thick fur on top. Why do they have this? To provide barrier from hot sun.

Large, webbed feet: walking on hot sand (show picture:

https://www.dreamstime.com/stock-photo-camel-foot-close-up-leg-desert-abu-dhabi-uae-

image63907206

Humps with fat: fat releases extra water when food is scarce. Water stored in their blood.

2 sets of eyelashes & third, clear eyelid: protect from sand. Show picture:

http://www.panoramio.com/photo/53662845

Shut nostrils, in case of sand storms. Show picture:

http://www.interestingfactsblog.com/animals-interesting-facts/camel-nostrils-interesting-

facts/

Can drink up to 60 gallons of water once

Oval shaped blood cells that help continue blood flow when water is scarce

When the camel exhales, water vapor becomes trapped in their nostrils: so that it can be

reabsorbed into the body as a means to conserve water

4. (2 minutes) Teacher will introduce todays independent practice, to be completed on

Chromebooks at home.

INSTRUCTIONAL STRATEGIES:

Direct instruction:

Indicator: Teacher will provide information about camels and their adaptive qualities.

Information will be reinforced by short video and photos from websites.

Graphic Organizers:
Indicator: Teacher will provide blank graphic organizer so that the students can note-take and

have a place to write the adaptive characteristics of camels in one place.

ADAPTATIONS:

Students in need of preferential seating will have access to desks closest to teacher and

and SMARTboard.

A student who needs fine motor accomodation for writing notes will have access to

pencil grip.

DIFFERENTIATION OF INSTRUCTION:

A large variety of media will be incorporated into the lesson so that students have the

opportunity to learn in many ways. Students will have auditory and visual input from video and

have the opportunity to have hands-on experience with seeing how much a camel drinks .

During ELA lessons of guided reading, students will all be reading-leveled books about camels

according to their reading aptitude.

ASSESSMENT:

Students knowledge of camels and their adaptation to desert survival will be assessed using

question and answers on Google Forms.

INDEPENDENT PRACTICE:
 Students will complete a questions set about camels utilizing Google Forms on their

Chromebook.

FOLLOW-UP ACTIVITIES:

Students will have access to the Youtube video from this lesson, and the completed graphic

organizer so that they can review facts. Students who want more facts about desert animals can

spend more time on their BrainPOP app from the desert life section,

https://www.brainpop.com/science/earthsystem/deserts/, the San Diego Zoo Camel page:

http://animals.sandiegozoo.org/animals/camel, or with the books in classroom about desert life

and animals.

REFERENCES:

Bindi & Robert Irwin feature: Camels. (2012). Retrieved from:

https://www.youtube.com/watch?v=eWmhdWQzpiE

Bradford, A. (2107). Camels: Facts, Types and Pictures. Retrieved from:

https://www.livescience.com/27503-camels.html

BrainPOP, (2017) Deserts. Retrieved from:

https://www.brainpop.com/science/earthsystem/deserts/
Camel Eyelashes, Stock Photo (2017). Retrieved from:

http://www.panoramio.com/photo/53662845

Camel Feet, Stock Photo (2017). Retrieved from: https://www.dreamstime.com/stock-photo-

camel-foot-close-up-leg-desert-abu-dhabi-uae-image63907206

Camel Nostrils: Interesting Facts (2107) Retrieved

from:http://www.interestingfactsblog.com/animals-interesting-facts/camel-nostrils-interesting-

facts/

San Diego Zoo: Camels. (2017). Retrieved from: http://animals.sandiegozoo.org/animals/camel

Wikipedia (2017). Entry: Camel. Retrieved from: https://en.wikipedia.org/wiki/Camel