Adaptations

** [5.10A] ** compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals.[.10A] ** Objectives ** Students should understand that animals are systems made up of different structures that serve different functions. Students should understand that adaptations are differences in and organism that helps it to survive in its environment. ** Engage ** – ** Part 1) ** Project Learning Tree “Can It Be Real?” Activity #11 **(10 min.)**   (p54-58 attached) //Teacher reads about “real or fictitious” animal and plant adaptations, students note on their own page whether they believe each adaptation to be real or fictitious.//    ** Part 2) ** Adaptations Rap “Camel” Video **(5 min.)** // Pass out words handout (attached) to students to be glued into science // // journal. Introduce the idea of adaptations as “changes in the body to fit a // // location.” // [] ( 2:30 ) **//__ Part 1) Plant Adaptations __//** ** Explore **** – ** Bill Nye Plants **(30 min)**     During the video, challenge students to write down as many plant adaptations as they can identify during the video.    ** Explain– ** Plant Adaptations Powerpoint (20 min.)    ** Extend ** – Modeling plant adaptations     Research and Planning (30 min.)     Building (30-45 min.)   ** Students should use the internet or library resources to briefly research the biome in which their plant will live and the adaptations needed to survive there.  **   Helpful Links:    Adaptations of Plants []    Rainforest Plant Adaptations []    Arctic Plant Adaptations []    Rainforest Plant Adaptations [] // Students will work in groups using a variety of materials (beans, pasta, colored paper, tissue paper, pipe cleaners, cups, or whatever is available) to create a model of their own plant or animal and its adaptations for survival. Models must include a way for the plant to protect itself (defense), acquire food, and reproduce.* // Students should create a written plan listing the biome their plant will grow in, and what adaptations it will have BEFORE beginning construction of their plant model. **__ Plant Adaptations Grading Rubric __** Adaptation for defense/ protection __________ (10 pts) Adaptation for acquiring or producing food __________ (10 pts) Adaptations for reproducing // (Attracting pollinators and spreading seeds) // __________ (10 pts) Adaptations for acquiring water and nutrients __________ (10 pts) Model is creative __________ (10 pts) *Optional – Students could present their models to the class and follow with a discussion of strengths and limitations of each model. ** Evaluate ** – Adaptations and Fossils Quiz to follow **//__ Part 2) Animal Adaptations __//**

** Explor e–  ** ** Part 1) ** Exploring Feet **(25 min.)**   Show example of flipper (swimming) vs. garden trowel (digging) vs. claw catcher (grabbing) vs. a hammer (pounding) and discuss how each of these tools has a different use.     Compare these to the feet of an animal, where the different foot adaptions can help an animal to survive in it’s environment. See if students can make the comparison between the tool examples and an actual animal foot in nature.     Answers may vary (flipper – duck, frog, sea lion; garden trowel – digging bird or     animal, cat; claw catcher – bird; hammer – hoof)    Students then play that “Whose foot is it anyway” animal foot matching game. . . matching the definition of the foot adaptation with the animal it belongs to.   ** Part 2) ** Science in a Box “Bird Beak” exploration **(45 min.)** ** Explain – ** Animal Adaptations Notes and Cloze Notes attached. (20-30 min.) ** Extend ** – **Part 1)** Adaptations Webquest **(60 min.)**   // Students will work in groups of 5 to research adaptations of animals that help them survive and obtain food. I recommend filling out an example as a class before students complete the chart on their own.  //   []   ** Part 2) ** Webquest presentation **(30 min. preparation, 30 min. presentation)** Students will select one animal from their web quest research to present to the class. Final products should include a visual aid such as a poster, and a poem, song or rap to teach the class about the adaptations of your organism. ** Evaluate ** – Adaptations and Fossils Quiz to follow **//__ Part 3) Fossils Follow Up __//** ** Engage ** – Bill Nye Fossils and video questions TBD    ** Explor **** e– Look at examples of animal fossils and identify adaptations that help to identify what climate they lived in. TBD **  ** Explain **** – Review fossil formation (sedimentary rock formation) and discuss animal adaptions we might see in fossils (teeth, claws, bone structure, etc. . .) **  ** Extend ** – Students use materials (pipe cleaners, etc. .. and plaster of paris ) to create a fossil of an organism and present it’s adaptations and what climate we “suspect” it lived in.   ** Evaluate ** – Adaptations and Fossils Quiz to follow
 * || ** Name of Organism **  ||  ** Biome/ Habitat **  ||  ** Structural Adaptations for Getting Food **  ||  ** Structural Adaptations for Protection/ Defense **  ||
 * ^  ||^   ||  // (Desert, Tundra, Grassland, Ocean, Wetlands, Forests, etc. . .) //  ||  // (What physical features of the organism help it get its food?) //  ||  // (What physical features of the organism help it protect itself?) //  ||
 * **// Reptile //** ||      ||      ||      ||      ||
 * **// Fish //** ||      ||      ||      ||      ||
 * **// Amphibian //** ||      ||      ||      ||      ||
 * **// Mammal //** ||      ||      ||      ||      ||
 * **// Insect //** ||      ||      ||      ||      ||

** Adaptations Camel Rap ** // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // // Big pads on my feet // // Better traction than a jeep // // And another on my chest // // So I can rest // // On the sizzle and sands that fry like pan // // I’m crossing the //// Sahara //// in my caravan // // I’m the legendary dromedary // // Four hundred pounds on my back // // in the desert I carry // // Nothing to drink until the next oasis // // Water is fresh so we never waste it // // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // // Not a drop of rain it’s arid extra dry // // But I never get a grain of sand in my eye // // If the wind blows gyro sand tornadoes // // I’ve got better lids kids than J. Lo // // Long and thick with a double lash // // Close ‘em fast built to last // // And the hump on my back // // Got an extra tank // // Like a savings bank packed with fat // // The hump on my back is // // packed with fat X3 // // I won’t say it again ‘cause you know all that // // Thick lips eat sticks and bones // // Thorns and shrubs that others leave alone // // Sometimes sip for the salty rind because the H2O // // Is hard to find // // My shaggy fur insulates // // My body temps regulate // // So I don’t sweat and dehydrate // // Live another day to procreate // // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // ** Adaptations Camel Rap ** // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // // Big pads on my feet // // Better traction than a jeep // // And another on my chest // // So I can rest // // On the sizzle and sands that fry like pan // // I’m crossing the //// Sahara //// in my caravan // // I’m the legendary dromedary // // Four hundred pounds on my back // // in the desert I carry // // Nothing to drink until the next oasis // // Water is fresh so we never waste it // // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // // Not a drop of rain it’s arid extra dry // // But I never get a grain of sand in my eye // // If the wind blows gyro sand tornadoes // // I’ve got better lids kids than J. Lo // // Long and thick with a double lash // // Close ‘em fast built to last // // And the hump on my back // // Got an extra tank // // Like a savings bank packed with fat // // The hump on my back is // // packed with fat X3 // // I won’t say it again ‘cause you know all that // // Thick lips eat sticks and bones // // Thorns and shrubs that others leave alone // // Sometimes sip for the salty rind because the H2O // // Is hard to find // // My shaggy fur insulates // // My body temps regulate // // So I don’t sweat and dehydrate // // Live another day to procreate // // Chorus: Adapt Adap-ta-tion // // Changes in the body to fit a location X2 // **__ Animal Adaptations Notes __** ** _____________ __Adaptations__ ** are the way an organism is built or made. Structural adaptations of an organism that lives in __________ are ________________ for birds and mammals or ________, _______and ________ in fish and reptiles.   Structural adaptations for animals on _______ could be _________ for running _____________________________, or large ______________ feet to protect from extreme _________________.   Structural adaptations for _____________ can include good vision, sharp ___________, and sharp _____________.   Structural adaptations for ______________ can include _________, __________    _________, and ________________, or an organisms ability to _____________ with it’s surroundings.

** ________________Adaptations__ ** are the way an organism __________to ___________ in it’s environment. Behavior adaptations for animals include ____________________ in winter when food is ___________. Some animal _________________, or move from one location to another in different seasons to find the ___________and ____________ that they need to survive.  **__ Animal Adaptations Notes (TEACHER __****__ COPY __****__ ) __** **__ Structural Adaptations __** are the way an organism is built or made. Structural adaptations of an organism that lives in **water** are webbed feet for birds and mammals **__or__** scales, fins, and gills in fish and reptiles.   Structural adaptations for animals on **land** could be hoofs for running on rough ground, or large padded feet to protect from extreme temperatures.   Structural adaptations for hunting prey can include good vision, sharp claws, and sharp teeth.  Structural adaptations for defense can include spines, tough skin, and **camouflage**, or an organisms ability to blend in with it’s surroundings.   **__ Behavioral Adaptations __** are the way an organism acts to survive in it’s environment. Behavior adaptations for animals include hibernating in winter when food is scarce. Some animal migrate, or move from one location to another in different seasons to find the resources and climates that they need to survive.