Adaptation Creature Creation Addison Swenson, Cora Glass, Alexander Young: Lesson for 3rd-5th graders: Green and Health Schools Focus Areas:
|
|
- Thomasine Walsh
- 5 years ago
- Views:
Transcription
1 Adaptation Creature Creation Addison Swenson, Cora Glass, Alexander Young: Lesson for 3rd-5th graders: Green and Health Schools Focus Areas: Environmental & Sustainability Education Possible Subject areas addressed: Science, Environmental Education, Literacy Essential Questions 1. Why do some animals live in places that others do not? 2. Why do some species survive and others become extinct? 3. How are animal adaptations specific to different environments? 4. What types of animals have adapted to the wetlands, forest, and grassland of Wisconsin and what are those animal s physical adaptations? Learning Outcomes 1. Students will be able to explain why and how animals have adapted over time to live in so many environments. 2. Students will create a creature showing adaptations suitable to its environment. 3. Students will be able to compare and contrast the adaptations of animals and use this to describe how animals survive in their environments. 4. Students will be able to explain why adaptations are specific to the different environments. 5. Students will be able to give examples of animals that are adapted to Wisconsin ecosystems 6. Students will be able to describe an animal s physical adaptations. Materials and Resources: Various crafting materials for the build an animal activity (see activity for suggestions). Rubber Gloves, Ear muffs, A warm coat and a rain coat, a paddle for a canoe, tongue depressors, swimming flippers, a un inflated balloon. PowerPoint for lesson 2. Standards Common Core Standards CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Wisconsin EE Model Academic Standards for Environmental Education A.4.2 Collect information, make predictions, and offer explanations about questions asked (see: SC Inquiry) B.4.4 List the components of an ecosystem,* including the qualities of a healthy habitat* (see SC Life and Environmental Science) B.4.6 Cite examples of how different organisms adapt to their habitat Next Gen Science Standards
2 Background Animals survive in their environments thanks to adaptation. Adaptations are changes that help an animal survive in their environment. These changes are passed down from one generation of animals to the next. Eventually adaptations become a common part of what makes an animal a member of a species (Rutledge et al., 2011). Adaptations can be both behavioral and structural (UCMP, 2017). Animals adapt to pressures placed on them by their environment. Animals live in a wide variety of environments, so there are many adaptations used by animals to survive. Adaptive Radiation is when an organism acquires an adaptation that makes it a new species! For example, an individual bird might have a strong beak that allows it to crack nuts easier than others of the same species. This bird will be better at getting food in that area than the other birds. Eventually the only birds that live in that area will be birds with strong beaks. This is called natural selection. Think of natural selection like this: There are some neon yellow frogs and some brown frogs. The frogs live in an environment that is muddy and covered in dead leaves. The neon yellow frogs are easy for predators to pick out of the mud. Because the neon yellow frogs get eaten more often, the brown frogs survive and reproduce making more brown frogs. Eventually the only frogs found in the area will be brown frogs. The yellow frogs become extinct. Adaptations can allow some animals to be better than others at living in an environment (UCMP, 2017). Adaptations allow animals to avoid extinction by acquiring new traits based on their changing environments. Animals must adapt to survive. If they cannot adapt quickly enough, they die off and become extinct. An animal is extinct when there are no more animals like it that can reproduce make more of its species (PBS, 2001). In this lesson, we will focus on structural adaptations and how they allow animals to survive in their environments. The goal of
3 this lesson is to have students understand the adaptations of animals and how they allow animals to survive in diverse habitats. Sources: Rutledge, K., McDaniel, M., Boudreau, D., Ramroop T., Teng, S., Sprout, E., Costa, H., Hall H., Hunt J. (2011) Adaptation. Retrieved from Description: A description of structural versus behavioral adaptations. UCMP. (2017) Adaptation. Retrieved from evolution.berkeley.edu/evolibrary/copyright.php Description : Explains variation and natural selection. PBS. (2001) Frequently Asked Questions About Evolution. Retrieved From Description: Explains natural selection s role in extinction and speciation.
4 Lesson One: What are Adaptations? Before Activity: Explain what, structural adaptations are and explain that they are used to help the animal survive. Introduce the basic principles behind adaptation and how natural selection will select in favor of organisms with adaptations that help improve their odds of survival. Activity: Beaver Dress up This activity will help students understand adaptations by having one of them dress up as an animal using props such as flippers to explain how each feature helps the animal survive. Any creature could be used for this exercise, though it is recommended to use an animal that is recognizable to the students. When an organism is selected, bring pre-made props to the site that can be used for the dress up. Supplies: Rubber Gloves, Ear muffs, A warm coat and a rain coat, a paddle for a canoe, tongue depressors, swimming flippers, a un inflated balloon, swimming goggles Example Activity: Beaver Adaptation Dress up game. Materials for a Beaver : Rubber Gloves: Front feet, used for grabbing. Ear muffs: Beavers are able to close their ears when diving. Warm coat: Fur coat that keeps them warm. Rain coat: Fur coat and oil that keeps them dry. Canoe paddle: Tail for swimming and steering when swimming. Swimming flippers: Represent a beaver s webbed back feet to improve their swimming. Swimming goggles: Nictitating membrane that closes over eyes when diving Tongue depressors: Placed in mouth like beaver teeth, beavers sharp strong teeth that help them to grab and pull wood through water build dams and eat their favorite food, aspen wood! Un-inflated balloon: Represents the lung capacity of a beaver when diving, have the student blow up the balloon. During the activity: engage students about what the parts might represent on a beaver, let them guess what they think certain parts might be, or how a beaver would use them. Assessment & Closure: Ask students to reflect on how the adaptations the chosen animal for the activity has and how it helps it survive. Follow by asking the class to look for other examples of adaptations in other animals. Explain how natural selection can lead to change over time by selecting for traits that are most beneficial to the animal s survival, give the example of the beetles from the background. Then, follow up with how natural selection can lead species that can t adapt to their environment to go extinct. Differentiation: The dress up animal can be changed according to common animals in the area that the lesson is being taught to help students relate to the topic. For example, in Florida a dolphin could be substituted. If teaching in a class that is visually impaired the dress up
5 items along with a beaver pelt and a stuffed animal beaver could be passed around and described. The students could guess where on a beaver the items would go. If teaching for a class that would not want to volunteer to dress up, or not be able to dress up, the educator can dress themselves or an assistant. Ask students to reflect Lesson Two: How do adaptations help animals live in different environments? Before Activity: Review Ecosystems and Habitat requirements. Ecosystems are tangled webs of interwoven resources and animals. An animal s environment has a great impact on that animal as the animal depends on it for food, water, and shelter. Go over the components of a healthy habitat with the students such as adequate food, water, and shelter as well as environmental aspects such as weather, temperature, and location. Each ecosystem has its set of challenges that animals must adapt to in order to survive. Adaptations are specific to environments. Describe adaptations that animals have that are specific to a certain habitat. For this lesson, three common Wisconsin habitats were chosen: prairie, forest, and wetland. Pow: Have you ever seen a penguin in your backyard? Ask why not- Let the students discuss why penguins don t they live there. Explain that penguins are adapted to a different Ecosystem Activity: Ecosystem Specific Adaptations A PowerPoint activity were students will look at images of animals from different environments. Instructors can use this PowerPoint as a visual aid for students while teaching about adaptations. By doing this, students will be able to physically see these adaptations on the animal and understand how these adaptations help them survive. Instructors can also use this PowerPoint as a template to make their own PowerPoint to fit their specific needs. Procedure Before showing the animals bring up a slide with a picture of the habitat being discussed. Next bring up a full body picture of an animal that lives in the habitat being described and ask students what adaptations they see on the animal. Choose two or three adaptations from each animal to discuss and show a close up picture of the adaptation. Have students guess what the animal uses it for. After this show students close up pictures of adaptations of animals that live in the same habitats discussed and ask students in which habitat they think the animal lives based on the adaptation it has. Supplies: PowerPoint* (See differentiation). The images on the PowerPoint should include one full body picture of the animal, and pictures highlighting adaptations being discussed. For the Prairie: Animals that are adapted to prairies need to deal with lack of cover, so they are low to the ground, and often come in brown and grey colors. Three examples include badgers, rattle snakes, and prairie chickens. Badgers claws help them to dig dens and defend themselves. Their fur helps protect them from predators because it is loose enough to help them turn around if grabbed, and fight back. Rattle Snakes have pits on their faces near their nostrils that help them to smell their food. Rattle snakes use their tongues to flick scents up into their pit organs. Rattle snake s rattles warn others that they got too close and to back off! Prairie chicken feathers help them to blend into their environment. Males orange air sacs help them to attract mates.
6 For the Forest: Animals that are adapted to forest need trees to survive. Forest animals use trees for food sources, to live in, or for cover. Woodpeckers beaks help them to bore holes into trees for food and to make cavities for nests. Their feet help them to cling onto trees. Black bears have curved claws that aid them in climbing trees and ripping into logs for food. Their forward facing eyes help them to spot prey. Porcupines have quills all over their body that help them to protect themselves from predators. They have claws that help them to climb trees and dig for food in the undergrowth. For the Wetland: Animals that are adapted for wetland need to be able to live in or on water. They are adapted to live in the water like the leopard frog or to live on the water like the beaver and common loon. Beavers have long, flat tails that help them to swim, and to communicate with other beavers. Their teeth help them to get at food and aid in building their dams. Common loon beaks aid them in hunting by helping them catch slippery fish and their sleek body shape helps them to dive. Leopard frogs legs and webbed feet help them to travel and swim. Their long sticky tongues help them to grab prey. Extra animal slides suggestions: Prairie: A close up of the feet of a prairie mole. Prairie moles use their long claws to dig in the dirt in search of tasty worms. Forest: A close up picture of the feet of a squirrel. Squirrel s claws and long toes help them to cling to bark and climb up trees. Wetland: A close up of a red-eared slider s shell. Red-eared slider s shells protect them from predators that might want to eat them. Assessment & Closure: Have students discuss if these animals can live in each other s habitats, why or why not. To Expand on this o To assess learning ask what would happen if the forest was cut down? What if the wetland was drained? What if a forest grew in the grassland? Differentiation: The ecosystems can be adapted to environments familiar to the students, if this lesson was being taught in New Mexico, a desert ecosystem could be used. If this lesson was being taught in the city, relate ecosystems to areas such as parks, or backyards. If teaching in a city, you could even include insects in the lesson or talk about common backyard animals in the area. * If PowerPoint is not available pictures of animals and close ups of their adaptations, or even stuffed animals/puppets can be used.
7 Lesson Three: What adaptations do animals need to survive? Before Activity: review habitat specific adaptations and environments. Pow: It would be a good idea to have an example animal to show the students before this craft and give a quick (1-2 minute) presentation on the animal. Activity: Creature Creation Students create an animal in 3-D individually or in groups depending on class size, groups of 3 to 5 recommended. Let the student pick one of the three biomes: forest, wetland, or grassland to create their own unique creature. Students must be able to give a reason for any adaptation they add to the animal. For example, a prey species might have eyes on the side of its head and spines to deter predators and a predator may have forward facing eyes and long claws to grab prey. 20 minutes for creature creation 10 minutes for presentations recommended. Supplies: Students will use a variety of materials to create their animal. Label these items with the bodily adaptation they would correspond to. For example: Air dry clay (body) Googly eyes (eyes) Feathers (feathers) Cotton balls (fur) Toothpicks (claws, horns, teeth) Pipe cleaners (tails) Sequins, colored gems or beads, (scales) You could also use clay tools with texture stamps This might get messy, so make sure to set out newspaper or work in a room that is easy to clean up. You may also want to go over safety with supplies like toothpicks (don t poke your friends). Assessment & Closure: Students give a quick presentation on their animal for the class. Students should name the animal and describe its habitat. Students should reflect on how adaptations allow their animals to survive in their environments. To assess student learning, students should describe how their animal survives and what adaptations it possesses to survive in its environment. To expand on this To further assess learning, ask the students why their animal would not survive in a different habitat, open this to discussion. The presentations could be longer given more time. Differentiation: Instead of using materials like clay, animals could be drawn, written about or even verbally described by students. If described or written by students, instructors should look for key concepts from the students like adaptations that allow their animal to survive, ask students to describe what adaptations their animals have that allow them to survive in their chosen environment when others would not be able to.
8
ADAPTATION IN ANIMALS. 1. Which body feature of a frog MAINLY helps it to capture a flying insect? Ans
Name : Subject : Science Class : V Roll No. : Date : SECTION A Choose the correct alternative ADAPTATION IN ANIMALS 1. Which body feature of a frog MAINLY helps it to capture a flying insect? a. Long,
More informationKS3 Adaptation. KS3 Adaptation. Adaptation dominoes Trail
KS3 Adaptation KS3 Adaptation Adaptation dominoes Trail Adaptation Trail The Adaptation Trail is a journey of discovery through Marwell which allows students to develop and apply their knowledge and understanding
More informationLearning Objectives: Students will explain why animals must move, adapt or die when an environment changes.
Lesson Plan: Bird Beak Buffet Author: Betsy Rivera Subject: Evolution Topic: Extinction of a Species Grade Level: 4 th 9 th Academic Content Standards: 7th grade Science Standard 4c: Extinction of a species
More informationLab 9: Inventing Life Forms
Name: Section: Date: Lab 9: Inventing Life Forms 1 Instructions The purpose of this lab is to create a life form that may have evolved on a planet other than Earth. Follow the instructions below detailing
More informationTEACHER GUIDE: Letter 1: Western Pond Turtle
TEACHER GUIDE: Letter 1: Western Pond Turtle CONCEPTS COVERED Plant Community-- Riparian or stream wetland Characteristics Tenajas Representative animal--western pond turtle Characteristics Food Reproduction
More informationScience10 (AdaptationsMulberry4th)
Name: Date: 1. Which bird's foot below is best for grasping prey? A. B. C. D. This online assessment item contains material that has been released to the public by the Massachusetts Department of Education.
More informationAmphibians. Land and Water Dwellers
Amphibians Land and Water Dwellers Amphibians Most amphibians do not live completely in the water or completely on land and most must return to water to reproduce http://potch74.files.wordpress.com/2007/09/amphibians.jpg
More informationAnimal Adaptations Woodland Animal Fact Sheet
Post Visit Resource 5 Animal Adaptations Woodland Animal Fact Sheet Fox Food: Foxes will eat almost anything they can get hold of. They eat small mammals such as rabbits and voles, insects and invertebrates,
More informationThe Truth About. Rodents. by Kate Johanns HOUGHTON MIFFLIN
The Truth About Rodents by Kate Johanns HOUGHTON MIFFLIN The Truth About Rodents by Kate Johanns PHOTOGRAPHY CREDITS: Cover Arco Images/Alamy; tp Anthony Bannister/Animals Animals Earth Scenes All rights
More informationStation #4. All information Adapted from:http://school.discoveryeducation.com/lessonplans/activities/makeitahabitat/adaptations.html and other sites
Adaptation Homework Station #1 GOAL: Avoid the Sun s heat and keep themselves cool. Animals spend the daylight hours hiding in burrows or behind boulders. They come out at night to hunt and forage for
More informationHow Animals Live. Chapter 2 Review
How Animals Live Chapter 2 Review What do animals need to survive? Water Food Air (oxygen) Shelter Butterfly life cycle During the larva stage, the butterfly is called a caterpillar. During the pupa stage,
More informationThis Coloring Book has been adapted for the Wildlife of the Table Rocks
This Coloring Book has been adapted for the Wildlife of the Table Rocks All images and some writing belong to: Additional writing by: The Table Rocks Environmental Education Program I became the national
More informationYou are about to go on a journey of discovery around the park to find out more about how different animals are suited to their environment.
Name: Adaptation Trail Welcome to Marwell Wildlife! You are about to go on a journey of discovery around the park to find out more about how different animals are suited to their environment. First, let
More informationWhere Animals and Plants Are Found
Section 8: Physical Systems Where Animals and Plants Are Found About Animals and Plants What I Need to Know Vocabulary ecosystem food chain food web marine prairie Many animals live on Earth. Many plants
More informationNon-Fiction. Reptile Edition. Close Reading PASSAGEs. Common Core Aligned. 1 st, 2 nd and 3 rd Grade Michelle Arold
1 st, 2 nd and 3 rd Grade Non-Fiction Close Reading PASSAGEs Common Core Aligned Reptile Edition THANK YOU for downloading! Thank you for downloading! In this packet I have included 4 non-fiction close
More informationKS3 Adaptation. KS3 Adaptation. Adaptation dominoes Trail
KS3 Adaptation KS3 Adaptation Adaptation dominoes Trail Adaptation Trail The Adaptation Trail is a journey of discovery through Marwell which allows students to develop and apply their knowledge and understanding
More informationYOU! THANK. Connect with us: Facebook Pinterest Instagram Blog
THANK YOU! Thank you for checking out our store. We use these products in our classrooms and feel they benefit students greatly. We appreciate your interest and hope you enjoy using our creations in your
More informationMAMMAL LESSON PLAN. Understanding (s)/goals Students will understand that mammals are a unique group within the animal kingdom.
MAMMAL LESSON PLAN Lesson Topic: Mammals Grade level: Elementary Grades Length of lesson: Approximately 5 days; will vary based on age and ability Curriculum Developer: Jennifer Mooney, M.Ed. Stage 1 Desired
More informationForests. By: Elyse Jacoby-Jacoby Jungle
Forests There are forests in North America, Europe, Asia, South America, Africa, and Australia. The growing season in these forests is about 6 months long. Temperature and Precipitation: The average temperature
More informationYou are about to go on a journey of discovery around the zoo to find out more about how different animals are suited to their environment.
Name: Adaptation Trail Welcome to Marwell Zoo! You are about to go on a journey of discovery around the zoo to find out more about how different animals are suited to their environment. First, let s remind
More informationK-5a Images: Mystery Animal Cards
Clues for American Crow: I have wings made of black feathers. I have a strong black beak. I eat many things including seeds, and insects, and left over lunches. I am very smart and sometimes tricky. I
More informationSALAMANDERS. Helpful Hints: What is a Salamander: Physical Characteristics:
SALAMANDERS Helpful Hints: This study guide will focus on s found in Illinois as well as those widespread in North America. The Eco-Meet test may consist of multiple choice, true/false, fill in the blank,
More informationFOOD WEB FOREST MUNCHERS
FOOD WEB FOREST MUNCHERS Subject: Science Skills: Classification, Comparison, Discussion, Kinesthetic, Large group, Modeling, Simulation Duration: -2 Class Periods Setting: Outside or Large Open Area Materials:
More informationby the authors and illustrators in Ms. Pyle s kindergarten class
by the authors and illustrators in Ms. Pyle s kindergarten class Stony Point Elementary School February 2015 We dedicate this book to Ms. Pyle because she s a good teacher, she lets us make stuff, she
More informationAdaptations 4. Adaptations 1 Adaptations 2
Adaptations 1 Adaptations 2 Describe Charles Darwin s Theory of Natural Selection. Charles Darwin studied many new species and their adaptations. On which group of islands did he complete most of his research?
More informationComparing Adaptations of Birds
Name Class Date Comparing Adaptations of Birds Introduction When Charles Darwin explored the Galápagos Islands, he noted the great variety of beak shapes on the finches there. It was later determined that
More informationDoug Scull s SCIENCE & NATURE
Doug Scull s SCIENCE & NATURE THE ARACHNIDS The Arachnids are a large group of Arthropods, along with the Insects, Centipedes, Millipedes and Crustaceans. Like all Arthropods, Arachnids have a hard exoskeleton,
More informationBIRDS AND FLIGHT. 1
BIRDS AND FLIGHT www.beaconmedia.com.au 1 Birds and Flight About birds All birds have wings, although not all birds can fly. Kiwis, penguins, emus and ostriches are birds which have wings but do not fly.
More informationPanther Habitat. Welcome to the. Who Are Florida Panthers? Panther Classification
Welcome to the Panther Habitat Panther Classification Class: Mammalia Order: Carnivora Family: Felidae Genus: Puma Species: Concolor Subspecies (Southern U.S): P.c. coryi Who Are Florida Panthers? The
More informationIs That Mammal a Carnivore, Herbivore or Omnivore?
Name: Is That Mammal a Carnivore, by Guy Belleranti A mammal can be a carnivore (meat eater), herbivore (plant eater) or omnivore (meat and plant eater). By looking at the teeth, eye position and feet
More informationEvolution. Evolution is change in organisms over time. Evolution does not have a goal; it is often shaped by natural selection (see below).
Evolution Evolution is change in organisms over time. Evolution does not have a goal; it is often shaped by natural selection (see below). Species an interbreeding population of organisms that can produce
More informationINDIAN SCHOOL AL WADI AL KABIR DEPARTMENT OF EVS ( ) REVISION WORKSHEET NAME: CLASS: III SEC: ROLL NO:
REVISION WORKSHEET INDIAN SCHOOL AL WADI AL KABIR DEPARTMENT OF EVS (2017 2018) DATE: NAME: CLASS: III SEC: ROLL NO: I. Fill in the blanks to complete the statements. 1. The makes an untidy nest of sticks.
More informationBrook Trout. Wood Turtle. Shelter: Lives near the river
Wood Turtle Brook Trout Shelter: Lives near the river in wet areas, winters underground in river bottoms or river banks, builds nests for eggs in sandy or gravelly open areas near water Food: Eats plants
More informationSpecies must be adapted to their habitat.
Species must be adapted to their habitat. Species must protect themselves from the heat, cold, move around, feed themselves, communicate and reproduce. These are the types of adaptations which we will
More informationAtlantic Puffins By Guy Belleranti
Flying over my head are plump seabirds with brightly colored beaks and feet. Each bird's pigeonsized body looks a little like a football with wings. The wings are too small for gliding. However, by flapping
More informationBird Beaks and Feet Activity Beak Type Adaptation:
Bird Beaks and Feet Activity Beak Type Adaptation: The beaks of birds have their job or function based on their shape and size. Study the beak types information below. Beak Type Adaptation Questions: Answer
More informationAnimals and Their Environments II
Animals and Their Environments II Grade Level: K, 2 Content Area: Life science Core Area: Exploring Organisms and Their Environments, Animals and Their Environments Lesson Overview: Students will compare
More informationEffects of Natural Selection
Effects of Natural Selection Lesson Plan for Secondary Science Teachers Created by Christine Taylor And Mark Urban University of Connecticut Department of Ecology and Evolutionary Biology Funded by the
More informationpounce prey dribbles poisonous extraordinary vibrations camouflaged predator
Vocabulary pounce prey dribbles poisonous extraordinary vibrations camouflaged predator Use the context clues in each sentence to help you decide which vocabulary word fits best in the blank. Cyril the
More informationHUMAN APPENDIX BATS & TROPICAL FLOWERS
HUMAN APPENDIX In humans, the appendix is a short piece of tissue off the large intestine. It is not used by humans for digestive functions. In other mammals, like rabbits and deer, the cecum is a large
More informationTHE CHILDREN S ZOO. Scavenger Hunt GRADES K-3
THE CHILDREN S ZOO Scavenger Hunt GRADES K-3 Scavenger Hunt The Children s Zoo (K-3) Teacher s Guide Updated Summer 2011 APPROXIMATE TIME: 60 Minutes Suggestions for Teachers: 1. Allow your children about
More informationTime of Day. Teacher Lesson Plan Nocturnal Animals Pre-Visit Lesson. Overview
Teacher Lesson Plan Nocturnal Animals Pre-Visit Lesson Duration: 40-50 minutes Minnesota State Science Standard Correlations: 3.4.1.1.2. Wisconsin State Science Standard Correlations: B 4.6, C.4.1, C.4.2
More informationFor Creative Minds. Adaptation Matching Activity
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities,
More informationHow Do Tuatara Use Energy from the Sun?
How Do Tuatara Use Energy from the Sun? Science, English Curriculum Levels 1-2 Activity Description Students will use the student fact sheet called How Tuatara Use Energy from the Sun * to inquire into
More informationUSU 4-H Animal Tracks Tote
USU 4-H Animal Tracks Tote Paper* Pencils* Supplies BIG IDEA: Organisms have specific traits that help them survive. UNDERSTANDINGS: Animal tracks can help us identify structures and habits that a specific
More informationExercise 4: Animal Adaptations
Exercise 4: Animal Adaptations Introduction There are approximately 1.5 million species of organisms that have been described and named today. But, some scientists estimate that we may have as many as
More informationVertebrates. Vertebrates are animals that have a backbone and an endoskeleton.
Vertebrates Vertebrates are animals that have a backbone and an endoskeleton. The backbone replaces the notochord and contains bones called vertebrae. An endoskeleton is an internal skeleton that protects
More informationGrade Level: 3-5. Next Generation Sunshine State Standards SC.3.L.15.1 SC.4.L.16.2; SC.4.L.17.4 SC.5.L.15.1; SC.5.L.17.1
Grade Level: 3-5 Next Generation Sunshine State Standards SC.3.L.15.1 SC.4.L.16.2; SC.4.L.17.4 SC.5.L.15.1; SC.5.L.17.1 Program Overview Discover the realm of reptiles, amazing creatures adapted to land
More informationNat Geo Notes for: How do Living Things Survive and Change?
Nat Geo Notes for: How do Living Things Survive and Change? I. Physical characteristics of living things A. Animal Adaptations 1. adaptations are characteristics that help organisms survive or reproduce
More informationThe platypus lives in streams, ponds, and rivers in Australia. It closes its eyes under water and uses its bill to dig in the mud to find its food.
The platypus lives in streams, ponds, and rivers in Australia. It closes its eyes under water and uses its bill to dig in the mud to find its food. The hyena, found in Africa and parts of Asia, weighs
More informationREADING the CURRICULUM 2. across. Non fiction text for Guided Silent Reading Lessons REPTILES. Hilton Ayrey. sample ebook
READING the CURRICULUM 2 across Non fiction text for Guided Silent Reading Lessons REPTILES Hilton Ayrey sample ebook CONTENTS Using the Text 3 Using the Follow Up Activities 5 Students Text Page nos Follow
More informationBACKGROUND. About the Film. Adaptations. Introduction
1 BACKGROUND About the Film The adaptation of the highly acclaimed animated film, Happy Feet, is the story of the adventures of a young Emperor penguin in Antarctica in search of mystical beings (humans),
More informationReptiles and amphibian behaviour
Reptiles and amphibian behaviour Understanding how a healthy reptile and amphibian should look and act takes a lot of observation and practice. Reptiles and amphibians have behaviour that relates to them
More informationAdaptation. Survival of the Fittest
Adaptation Survival of the Fittest It s all about traits Acquired Traits Happen After Birth Scars Pierced Ears Learning a Skill Changing Appearance It s all about traits Inherited Traits Programmed at
More informationì<(sk$m)=bdddid< +^-Ä-U-Ä-U
Suggested levels for Guided Reading, DRA, Lexile, and Reading Recovery are provided in the Pearson Scott Foresman Leveling Guide. Life Science Genre Expository nonfiction Comprehension Skills and Strategy
More informationTalks generally last minutes and take place in one of our classrooms.
Key Stage 1 & Key Stage 2 REPTILES General points about this talk: Talks generally last 30-40 minutes and take place in one of our classrooms. Talks are generally lead by the keepers on this section so
More informationGoal: To learn about the advantages and disadvantages of variations, by simulating birds with different types of beaks competing for various foods.
Name Date Activity: Bird Beak Adaptation Lab Goal: To learn about the advantages and disadvantages of variations, by simulating birds with different types of beaks competing for various foods. Background
More informationAnimals and Their Environments II
Animals and Their Environments II Grade Level: K, 2 Content Area: Life science Core Area: Exploring Organisms and Their Environments, Animals and Their Environments Lesson Overview: Students will compare
More informationstudents a hint to which habitat the animal could live in. If this information is above your students reading level, you may want
tocutthecardsinhalfandonlyusethepictures. Note to teacher: The text on these cards is designed to give students a hint to which habitat the animal could live in. If this information is above your students
More informationCORE LESSON: Adaptation Rooms
CORE LESSON: Adaptation Rooms Objectives and Summary: Students explore the concept of animal adaptation by modeling the benefit of an adaptation in the introduction (teacher led), and by observing and
More informationI will learn to talk about. groups of animals animal characteristics animal habitats. Unit Unit 7
I am a mammal with both fur and wings. I sleep during the day, and I hunt for food at night. I use high-pitched sounds to find my way around. What am I? I will learn to talk about groups of animals animal
More informationKey Stage 2 Adaptation Resource Pack
Key Stage 2 Adaptation Resource Pack Contents Page Introduction 3 Summary of resources 3 Preparation before your visit 4 Adaptation trail Student booklet 5-11 Map (last page of booklet) 11 Cold Blooded
More informationBeaver. Mammal Rodent
Beaver Rodent Is the second largest rodent in the world. It is a semi-aquatic rodent that is primarily nocturnal. They are mainly known for building dams, canals, and lodges(their homes). Large sharp front
More informationAnimal Study: Adelaide Zoo
Animal Study: Adelaide Zoo Name: Animal: 16 1 Is this animal a social animal? Give reasons for your answer. Reflect on what you have learned about the animal you studied. If you were designing an enclosure
More informationSuitable age group: 10 and older These printable lessons will be added to as time goes along. (Solutions to questions are not provided)
Suitable age group: 10 and older These printable lessons will be added to as time goes along. (Solutions to questions are not provided) 1 Australian Mammals 1 Provide information about each animal, including
More informationUNIT 3 : ANIMALS AND PLANTS PROTECT THEMSELVES SUBTOPIC MAJOR POINTS MINOR POINTS SUPPORTING POINTS 1 SUPPORTING POINTS 2
UNIT 3 : ANIMALS AND PLANTS PROTECT THEMSELVES SUBTOPIC MAJOR POINTS MINOR POINTS SUPPORTING POINTS 1 SUPPORTING POINTS 2 Animals against Enemies Special characteristics - Bad smell - Sting - Fangs - Sharp
More informationActivities. Life in the Arctic Tundra. Grades: PreK K, 1 2, 3 5, 6 8
Activities Life in the Arctic Tundra Grades: PreK K, 1 2, 3 5, 6 8 Overview A series of activities reinforce the learning content: padded gloves insulate like fur, folk tales give new meaning to the long
More informationTable of Contents. Sample file
Table of Contents What are Amphibians? The Defense Mechanisms of Amphibians The Order of Amphibians The Life Cycle of a Frog What is a Food Chain? The Amphibian Food Chain Amphibian Habitats The Amazing
More informationpatch. The egg will be as snug and warm there as if it were in a sleeping bag. Penguin Chick By Betty Tatham Illustrated by Helen K.
Penguin Chick By Betty Tatham Illustrated by Helen K. Davis A fierce wind howls. It whips across the ice. Here, a female emperor penguin has just laid an egg. It is the only egg she will lay this year.
More informationWonders of Nature. Wonders of Nature J O R LEVELED READER O. Visit for thousands of books and materials.
Wonders of Nature A Reading A Z Level O Leveled Reader Word Count: 710 LEVELED READER O Wonders of Nature Q J O R Written by Cheryl Ryan Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com
More informationThreatened & Endangered Species Tour Post Visit Activity Packet
Threatened & Endangered Species Tour Post Visit Activity Packet We hope that you enjoyed your visit to the Mill Mountain Zoo. To enhance you and your students experience, we have put together a little
More informationBirds THE BODY. attract =to pull towards. avoid =to keep away from. backbone =the row of connected bones that go down the middle of your back
attract =to pull towards avoid =to keep away from backbone =the row of connected bones that go down the middle of your back beak = the hard, pointed mouth of a bird bore = to make a hole breeding season
More informationPurpose: In this activity, students will understand that both parents and offspring have behaviors that help the offspring to survive.
Baby Robins Activity Teacher s Notes 1 st Grade PSI Purpose: In this activity, students will understand that both parents and offspring have behaviors that help the offspring to survive. Standards: LS1.B:
More informationTreasured Turtles GO ON
Read the article Treasured Turtles before answering Numbers 1 through 5. UNIT 3 WEEK 5 Treasured Turtles Have you ever seen a sea turtle? Unlike their much smaller cousins on land, these turtles can weigh
More informationPost-Activity. (Bird Beaks) Pre-K Guidelines/Examples of Child Behavior. Learning Objectives
Pre-K Guidelines/Examples of Child Behavior Learning Objectives VI.B.1. Child observes, investigates, describes and discusses the characteristics of organisms. Describes color, size, and shape of organisms.
More information8 th Grade Reading Sample-- Passage ONE:
8 th Grade Reading Sample-- Passage ONE: In a Class of Their Own 1. Most animals can be grouped according to their physical characteristics. If it has feathers and lays eggs, it s a bird. If it lays eggs,
More informationFishes, Amphibians, Reptiles
Fishes, Amphibians, Reptiles Section 1: What is a Vertebrate? Characteristics of CHORDATES Most are Vertebrates (have a spinal cord) Some point in life cycle all chordates have: Notochord Nerve cord that
More informationAll about snakes. What are snakes? Are snakes just lizards without legs? If you want to know more
Novak.lisa@gmail.com Day 83 12/29/2017 All about snakes What are snakes? Are snakes just lizards without legs? If you want to know more keep reading to find out the answers to the question. The purpose
More informationUnit 19.3: Amphibians
Unit 19.3: Amphibians Lesson Objectives Describe structure and function in amphibians. Outline the reproduction and development of amphibians. Identify the three living amphibian orders. Describe how amphibians
More informationAdaptations P R I M A R Y
Adaptations P R I M A R Y Acknowledgements This resource was developed by: Alice Howard, Zoos SA Learning With support from the following people and organisations: John Gardner, Zoos SA Education Ruth
More informationEducation. ESL-Advance
Education ESL-Advance For the Teacher General Information Welcome to Featherdale Wildlife Park! Our Wildlife Park is a great place for learning. Our Education team aims to support students, young and old
More informationNight Hike Notes. October 20 & 21, :30-8:00pm. Station 1: Snakes
Station 1: Snakes Gophersnake Often mistaken for a rattlesnake, but is non-venomous Imitates rattlesnakes by flattening its head, hissing, and vibrating its tail Eats rattlesnakes, rodents, rabbits, birds,
More informationBirds of Prey. Builders at Work. Eagles are birds of prey. Birds of prey eat live animals. such as squirrels, mice, and frogs. They catch these little
Birds of Prey Eagles are birds of prey. Birds of prey eat live animals such as squirrels, mice, and frogs. They catch these little animals with their feet. An eagle s toes are thick and very strong. All
More informationAdaptations of Turtles Lesson Plan (Level 1 Inquiry Confirmation)
Adaptations of Turtles Lesson Plan (Level 1 Inquiry Confirmation) Grade Level Grade 4 Science Concept Animals have adapted special characteristics that allow them to thrive in their unique habitats. Relationship
More informationCharacteristics of a Reptile. Vertebrate animals Lungs Scaly skin Amniotic egg
Reptiles Characteristics of a Reptile Vertebrate animals Lungs Scaly skin Amniotic egg Characteristics of Reptiles Adaptations to life on land More efficient lungs and a better circulator system were develope
More informationAgenda. Warm-up: Look in your notebook for your grades. Review Notes on Genetic Variation Rat Island. Retake: Monday- last day!!!
Agenda Warm-up: Look in your notebook for your grades Were you missing any of the assignments? Review Notes on Genetic Variation Rat Island Retake: Monday- last day!!! Gene Pools 1.What makes a species?
More informationKomodo Dragon. By: Carson
Komodo Dragon By: Carson Contents Komodo Dragon Adaptations.pg 1 Komodo Dragon Diet..pg 2 A Komodo Dragon s Life...pg 3 A Komodo Dragon s Habitat.pg 4 Komodo Dragon Defense pg 5 Related Komodo Dragons..pg
More informationFree Supplemental Lesson Pack 3
Free Supplemental Lesson Pack 3 Helpful advice These are Imagine That! and Visualizing and Verbalizing (V/V ) workbook stories that can be used with any program of instruction to develop imagery for language
More information*Using the 2018 List. Use the image below to answer question 6.
Herpetology Test 1. Hearts in all herps other than consists of atria and one ventricle somewhat divided by a septum. (2 pts) a. snakes; two b. crocodiles; two c. turtles; three d. frogs; four 2. The food
More informationAmazing arthropods. Kindergarten-Second. Life Science TEKS. Life Science Vocabulary
Amazing arthropods Kindergarten-Second Life Science TEKS Kindergarten: K.9A, K.9B, K.10A, K.10B First Grade: 1.9A, 1.9B, 1.9C, 10A, 1.10C, 1.10D Second Grade: 2.9A, 2.9B, 2.9C, 2.10A, 2.10C Life Science
More informationdistance north or south from the equator Learned behavior: actions or mannerisms that are not instinctive but are taught through experience
Glossary Adaptation: a trait that helps an animal or plant survive in its environment Alpha: the highest ranking individual in a group Amino acid: the building blocks of proteins; found within DNA Bear-proof:
More informationObjective: To show your understanding of adaptations and how they determine survival of a species.
Building Beasts Background: Adaptations are structures or behaviors by which a species or individual improves its ability to survive in its environment. For example, bats have large ears and aerodynamically
More informationKey Stage 2 Adaptation Resource Pack
Key Stage 2 Adaptation Resource Pack Contents Page Introduction 1 Summary of resources 1 Preparation before your visit 2 Adaptation trail Student booklet 3-10 Map (last page of booklet) 10 Cold-blooded
More informationì<(sk$m)=bdjdbg< +^-Ä-U-Ä-U
Life Science Genre Comprehension Skill Text Features Science Content Nonfiction Cause and Effect Labels Captions Glossary Changing Ecosystems by Lillian Duggan Scott Foresman Science 5.6 ì
More informationNATURAL SELECTION SIMULATION
ANTHR 1-L BioAnthro Lab Name: NATURAL SELECTION SIMULATION INTRODUCTION Natural selection is an important process underlying the theory of evolution as proposed by Charles Darwin and Alfred Russell Wallace.
More informationMini 4-H Wildlife Project
Mini 4-H Wildlife Project Name Club Wildlife Project Instructions: Make 1 of the following: 1. An Animal Book 2. A Poster 3. A Model Animal 4. A Birdhouse Complete 2 of the following: 1. Word Search Puzzle
More informationAngela Panzarella MY DRAMA BOOK 3. A performance through habitats. Name. Class. Scholastic year. Teacher
MY DRAMA BOOK 3 A performance through habitats Name Class Scholastic year Teacher A PERFORMANCE THROUGH HABITATS WALT: We are learning to recognize and discuss about some habitats. and we are going to
More informationFor Creative Minds. a. Elephant. b. Rat. c. Tortoise. d. Squirrel. Paws, Claws, Hands, and Feet Matching Activity
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities,
More informationWhat Makes a Bird a Bird?
What Makes a Bird a Bird? Overview Students will compare types of feathers by examining structure and function of each. California Science Standards Grade 5: 6.g.-I&E Grade 6: 7.b.-I&E Grade 7: 7.a.-I&E
More informationNonfiction. by Diane Furuichi PAIRED. Poetry READ
Nonfiction by Diane Furuichi PAIRED READ Poetry STRATEGIES & SKILLS Comprehension Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Vocabulary find, food, more, over, search, seek, start,
More information