Hibernation

Science Lesson
5th Grade

Kira Howe & Stacey Rutter

Part 1
Hibernation Study
5th grade Science
Rationale:
The study of animal adaptations and how animals
hibernate is one that is taught across multiple grade
levels. It is imperative for students to understand how
animals adapt to the change in our seasons. Many of the
animals survive throughout the cold winters by eating
various foods found during the winter months, however it
is important for our students to understand that not all
animals can survive in this manner, many of the animals
actually hibernate. In the 5th grade students have a large
depth of background knowledge on what animals
hibernate and the adaptations that they have to help
them survive during the harsh winters.
In this unit students will use their background
knowledge to complete a series of activities around the
topic of hibernation. They will explore how animals
hibernate, their homes, their adaptations and where they
chose to hibernate. This unit is designed to acknowledge
the background knowledge that our students already
have towards a topic and to help them utilize that
knowledge to complete tasks that will show their
understanding of hibernation as an adaptations for
certain animals.

Part 2
Blubber Experiment
NYS Science Standard:
5PS31.

Use models to describe that energy in animals food

(used for body repair, growth, motion, and to maintain
body warmth) was once energy from the sun.

Objective (s): Students will explore how blubber is used

to help keep animals warm by completing a science
experiment.
Academic Language:
Adaptation(s)
Blubber
insulate
Essential Questions:
1. What does it mean when animals have adaptations?
2. What might an adaptation be that we have as humans?
3. What is hibernation?
4. How might blubber protect an animal?

Teacher Will:

Student(s) will:

1. What does it mean when1. Answer questions posed by

animals
have the teacher using their
adaptations?
(allow background knowledge on
students time to give topic
examples or to describe2. Watch a brainpop video
adaptations
such
as; about the behaviors and
Camouflage,
fur,
fat, adaptations
surrounding
changing of their furs color) the topic of hibernation.
2. Explain that they will be3.Respond
to
the
looking
directly
at Question
what
is
hibernation being one of hibernation?
the
adaptations
that Hibernation is when an
animals exhibit here in New animals go into a state
York State. The teacher will of dormancy or a deep
support this claim by sleep.
showing a video from4.Animals use blubber to
Brainpop:
keep themselves warm
https://www.brainpop.com/ during the winter.
science/ecologyandbehavio5. Listen to directions given
r/hibernation/
by the teacher before
3.Ask the question, what working within groups to
is hibernation?
complete
the
scientific
4.How
might
blubber method
worksheet
protect an animal?
problems 1&2 within their
5. Explain that today we are groups.
going
to
complete
a6. Complete the experiment
science experiment using7. Work with their learning
just Crisco, Ziploc bags, group to complete the
and ice water. You will scientific
method
complete problems 1 & 2 worksheet.

on
the
hypothesis8. Ask and answer questions
worksheet like I have done during a share out about
for you with this example. their thoughts around the
6. Using Crisco and Ziploc experiment
and
the
bags
and
ice
water adaptation of hibernation.
represent
how
blubber
protects
animals.
After
modeling
expectations
allow students to each take
turns.
7. Have the students go back
and
complete
the
remaining questions on
their
scientific
method
worksheet. Allow about 10
minutes to complete task
with their group before
regrouping
8. Gain students attention
and hold a share-out.
Students will now have an
understanding of just how
blubber protects an animal
during
hibernation
and
winter. Ask the students
What is an adaptation that
we have as humans?
Assessment: Students will be assessed on their
understanding of how blubber protects an animal during
winter. They will complete and experiment as a group
using Crisco and ice cold water to represent the blubber
and the harsh cold that occurs during the winter months.

They will show their understanding of the experiment and

how blubber protects an animal while completing a
Scientific method worksheet.

Part 3
Where do Animals Hibernate?
NYS Science Standard:
5PS31.

Use models to describe that energy in animals food

(used for body repair, growth, motion, and to maintain
body warmth) was once energy from the sun.

Objective(s): Students will illustrate how one animal

hibernates in the winter correctly
Academic Language:
Hibernate
Shelter
Adaptation(s)
habitat
Essential Questions:
1. Where might an animal hibernate?
2. What might the area that animal hibernate in look like?
Teacher Will:
student(s) Will:
1. Ask where might animals1. Answer questions posed by
hibernate? And what might teacher
the area that the animal is2. Examine various shelters
hibernating in look like?
for animals above and
2. Show examples of how belowground
animals hibernate in the3. Listen to directions and
winter. (above ground and look at an example shown
belowground
by the teacher to help
animals)https://weather.co brainstorm a habitat for a
m/news/news/hibernating- hibernating animal
animals-20130125#/1
4. Create
their
own
3. Explain that students will hibernating animal habitat
create a home for a that has various parts
hibernating animal with the label. They will use paper
surrounding
habitat and
colored
pencils,
features included such as; crayons or markers to
trees, plants or other complete their habitat. (15animals. Show the example 20 minutes)
picture listed below to give5. Share their creation to their
students a reference
classmates explaining the

4. Offer
assistance
to different parts of their
students in need and will hibernating animals home
check
students
work and their purpose.
throughout the activity.
5. Gain students attention to
begin
a
share-out
discussion
about
the
various
habitats
the
children have created for
their animals hibernation
Assessment: Students will illustrate a picture of how an
animal hibernates. They will be expected to label the
various parts of the Den or Cave that they have created.
They will be expected to create a detailed illustration of
what the habitat that is surrounding their animals den or
cave including trees and various plants.
Example of a labeled den:

Part 4

Building winter animal dens

NYS Science standard:
5-LS2-1. Develop a model to describe phenomena.
Objective: Students will create their own models of
animal dens.
Academic language:
Model(s)
Den(s)
Shelter
Essential questions:
1. What is a shelter?
2. What purpose does a shelter serve?
3. How can we construct an example of a shelter?
Teacher Will:

Student(s) will:

1. Teacher will introduce the1. student(s) will answer the

topic of shelters. Teacher question in a discussion
will begin to lead a class based forum.
discussion
based
on2. Student(s) will begin to
shelters.
gather the materials they
2. Teacher will explain the will need.
activity to students, Today3. student(s) will draw an
we will be building our own outline of the model they
models of shelters, using plan on building.
only marshmallows and4. student(s) will build their
pretzels.
models.
3. Teacher will allow students5. student(s) will take turns
to sketch their own model sharing their models with

previous to constructing.
their peers while going into
4. Teacher
will
give further detail about the
independent
time
for structure they have built.
students to build their
models.
5. Teacher will end the lesson
by asking to students to
explain the shelter they
have built.
Assessment: Students will create their own replicas of
an animal den that animals would use during hibernation.
They will be given only marshmallows and pretzels and
will be expected to complete a 3-d figure that is freestanding to house their hibernating animal.

Part 5
Kira Howes Reflection
I have found that working together on a common
topic has helped to develop my ideas for activities and
lessons because we are able to collaborate and put our
ideas together to create an activity or lesson. Working on
science standards has been something that I have always
found to be challenging because we do not spend much
time on them in the public school setting when our focus
is on ELA and Math standards.
I have studied and taught lessons about hibernation
previously; however I have always taught and designed
those lessons for the primary age children not for our
middle level students. When I was looking into finding
resources to use along with my own background
knowledge much of what I found was tailored for the
primary age child. We had to look at what they were
requiring for those students and make our activities more
in-depth and require more from ours students. When
looking at the blubber experiment in particular, I knew
this was a great activity to do to represent an adaptation
that animals use during hibernation. I have taught the
lesson before with a group of second grade children, what
I required of them was mostly observation based with
minimal writing, for our fifth grade students we decided

that the activity was relevant for them to complete but

the assessment portion was going to be more in depth for
them than that of my previous students. I have found that
this lesson has challenged me creatively to find ways to
make what I already have an understanding about work
for more than just the primary grade student like I am so
accustomed to. I learned that hibernation is actually an
adaptation for animals and the way each animal
hibernates is different. Most people assume that all
animals that hibernate do so in the same manner. I have
enjoyed activating my own prior knowledge and growing
my understanding of the topic so that I can create a more
effective lesson to in turn grow my students learning and
understanding.
During this process I have learned that lessons or
activities that I have already created for my younger
students can actually be modified and changed to work
for multiple grade levels. Using the resources that I am
familiar with as an educator have provided me with great
ideas on exactly how to extended an activity to reach
multiple grade levels as well as cross-circularly.
Stacey Rutters Reflection
I am new to lesson planning so this activity pushed
me in several different ways. First learning the language,
the correct phrasing and how to execute a lesson plan
was a challenge. It is intimidating to jump head into
something new. I think what I have played around with
more than anything is picking the lesson first or picking

the standard. Through trial and error I believe it is easier

to pick the standard first and then create the lesson
around that as a goal. I have always thought of myself as
someone who is uninterested in science but through
creating these lessons with Kira, I realized that I was not
being taught in an interesting manner. Science is one of
the few subjects that can be primarily hands on and these
are the types of lessons students enjoy the most. Kira
was a great help and someone I look up to as she has a
better grasp on lesson planning and more classroom
experience. Together we learned that it is okay to play
around with an idea until it is properly tailored for your
classroom.
I have learned that I need to continue to try harder
on writing lesson plans so I will ultimately become more
confident while doing them. I also learned that the more
classroom time you have under your belt the easier it is
to gage what would work versus what would not in an
activity. I am excited to have the opportunity to present
one of these lessons to a group of students as I am
anticipating a positive reaction!

Blubber Experiment
Name________________________________________

1 .Ask A

Question

2. Make A
Hypothesis

Conduct An
Experiment

Look At Your
Results

Make A
Conclusion